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: 33
What Matters in Judging Distance Teaching? Not How Much It’s Like a Classroom Course — An interview with Barbara B. Lockee, Assistant Professor, Instructional Technology, Virginia Tech
D. Carnevale |
Excerpt
The delivery mode we know for a fact does not impact the learning. It’s the design of the instruction that impacts the learning, and also what the students bring to the instructional situation. Instead of comparing, say, our online multimedia-authoring course to the face-to-face course, we would look to see that our distance learners are achieving our intended outcomes no matter how they’re getting it.
Finding
No Significant Difference
| View Full Record | View Article |
Do Computers Teach Better? A Media Comparison Study for Case-based Teaching in Radiology
M. Maleck |
M. Fischer |
B. Kammer |
C. Zeiler |
E. Mangel |
Excerpt
No significant differences in the learning outcomes were found between the two interactive groups (computer based and paper based). Computer-based teaching with case studies (with or without interactivity) improves students’ problem-solving ability in radiology.
Finding
No Significant Difference
| View Full Record | View Article |
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