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

Teaching Telecourses: Opportunities and Options: How Do Telecourses Compare to Other Types of Courses?


Annenberg/CPB Project


…television-delivered instruction is equivalent to traditional, classroom-based instruction in its learning effectiveness… outcomes of the television courses are roughly equivalent to the outcomes of the comparable traditional courses…tele-course students performed better than or as well as non-telecourse students…a third of the faculty studied reported that Annenberg/CPB courses retained more students than traditionally taught courses. Another third said that retention was equal to . . . traditionally taught courses.


No Significant Difference

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Distance Learning: An Innovative Approach to Nursing Education


J. Fulmer

M. Hazzard

S. Jones

K. Keene


Review of course grades demonstrated that off-campus students achieved higher grades than on-campus students.


Significant Difference – Better Results with Technology

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