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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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
Study Methods in Distance Education: A Summary of Five Research Studies
J. Bajtelsmit |
Excerpt
The results of the second study bear on the issue of comparative effectiveness of distance education vs. traditional education… Given the usual qualifications of a correlational study, the analysis was still fairly powerful and suggests comparable effectiveness in terms of academic achievement. In view of cost comparisons typically favoring distance education, the bottom line suggests a cost-benefits analysis favorable to distance education methods. While it is not logically possible in this . . . study to prove the null hypothesis of ‘no difference,’ the results do contribute further support for this conclusion.
Finding
No Significant Difference
| View Full Record |
Cable Television and Higher Education: Two Contrasting Experiences
L. Johnson |
Excerpt
…students can learn about as well from television as from classroom instruction…
Finding
No Significant Difference
| View Full Record |
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