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: 33

A Comparison of the Learning Experience of Telecourse Students in Community and Day Sections

1997

Excerpt

Both sections experienced a high percentage of students who did not complete the course …The off-campus students had much higher grades than the on-campus students, although both groups rated the course as good or excellent. A higher proportion of on-campus students reported that they would not recommend the telecourse to a friend.

The Master’s Degree in Social Work at Cleveland State University and the University of Akron: A Case Study of the Benefits and Costs of a Joint Degree Program Offered via Videoconferencing

1998

Excerpt

Comparisons were made of grade averages for students at sending and receive sites … The ‘t’ statistic was not significant (5 percent level) in any of the comparisons made. There is no significant difference in learning outcomes, as measured by grades, for students at send or receive sites. By implication there is no evidence of either a positive or negative effect due to the use of videoconferenceng technology nor of grading bias on the part of instructors.

Finding

No Significant Difference