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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

Cost-effectiveness of Audio Teletraining for the US Army National Guard

1998

R. Wisher

A. Priest

Excerpt

… although it appeared that students learned more quickly in the distance learning format, in a course of fixed length (three weeks), where there was ample time for retraining and retesting, there was ultimately equal effectiveness between groups. This analysis supports many previous reports that a distance learning group performed as well, if not better than, a resident control group.

Finding

No Significant Difference

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Distance Learning in Accounting: A Comparison Between a Distance and Traditional Graduate Accounting Class

2001

M. Cagne

M. Shepherd

Excerpt

… the performance of students in a distance course was similar to the performance of students in the on-campus course for an introductory accounting graduate class… the students’ evaluations of the course were similar although students in the online course indicated that they were less satisfied with the instructor availability than the in-class students. In terms of student performance, there did not seem to be a difference between the multiple choice exam format and the complex problem . . . solving exam format.

Finding

No Significant Difference

View Full Record View Article

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