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.
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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
Evaluation of a Web-based Introductory Psychology Course: I. Learning and Satisfaction in on-line versus Lecture Courses.
R. Maki |
W. Maki |
M. Patterson |
Whittak |
Excerpt
Increased content knowledge was greater for students in web sections,as was in-class examinations performance. Use of the WWW and use of computers for academic purposes increased more in the online sections, and on-line students showed a greater decrease in computer anxiety. Students in the on-line sections expressed appreciation for course components and the convenience of the source, but lecture sections received higher ratings on course evaluations than on-line sections. [”We find better . . . performance on examinations in the web-based course, more learning as measured by content questions in a quasi-experimental design, but lower satisfaction. We have now replicated this effect using the same design during a second year. I believe that the better performance is due to our forcing students in the on-line sections to interact with course material and not due to any inherent advantage of the web-based format.
Finding
Significant Difference – Better Results with Technology
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The Effectiveness of the Audio-Laboratory in Elementary Modern Language Courses
J. Brushwood |
P. Polmantier |
Excerpt
The results showed that there were no significant differences on the cooperative measures.
Finding
No Significant Difference
| View Full Record |
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