No Significant Difference

About the Database

The No Significant Difference database was first established in 2004 as a companion piece to Thomas L. Russell's book, "The No Significant Difference Phenomenon" (2001, IDECC, fifth edition), a fully indexed, comprehensive research bibliography of 355 research reports, summaries and papers that document no significant differences (NSD) in student outcomes between alternate modes of education delivery.  Redesigned in 2010 and provided as a service of WCET, (WICHE Cooperative for Educational Technologies), a division of the Western Interstate Commission for Higher Education, the database was designed to expand the offerings from the book by providing access to appropriate studies published or discovered after its publication.

 

This site is intended to function as an ever-growing repository of comparative media studies in education research. Both no significant differences (NSD) and significant differences (SD) studies are constantly being solicited for inclusion in the website. In addition to studies that document no significant difference (NSD), the website includes studies which do document significant differences (SD) in student outcomes based on the mode of education delivery.

 

 

Contribute to the Collection

In its new home on the DETA Research website, the database is intended to continue to function as an ever-growing repository of comparative media studies in education research. The current collection is in need of both updates to the current records, as well as the addition of current and emerging research.  As such, both NSD and SD studies are constantly being solicited for inclusion in the website.  If you are interested in assisting as a contributor or editor, contact us.

Records: 210

The Effectiveness of Traditional vs. Audiographics Delivery of Senior High Advanced Mathematics Courses

1996

W. Ryan

Excerpt

Results showed that distance education students were as successful in both achievement in senior high advanced mathematics and in success in postsecondary calculus courses as traditionally taught students.

Finding

No Significant Difference

View Full Record View Article

A Comparative Analysis of SDL Online Learning with Traditional Classroom Learning

2000

T. Redding

Excerpt

The online group typically achieved the highest GPA mean in each topic, and the highest cumulative GPA Average mean. The SD and Variance for this group indicate a consistent high quality learning of content. The online group is the most successful at cognitive learning as measured by the end of course examinations.

Finding

Significant Difference - Better Results with Technology

View Full Record

Search All Fields


Search by Criteria

Search - No Significant Difference

Note: Tool under maintenance.

css.php
Skip to toolbar