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

Comparison of Performance and Attitude in Traditional and Computer Conferencing Classes

Excerpt

The outcomes measured included scores on achievement tests, time-on-task, student attitudes, and drop-out rates. While the results were mixed, the scores on achievement tests were highest for students taking a correspondence course and lowest for students participating in computer-mediated learning ... there was a significant difference in the attitudes of students; the computer-mediated learning group was less positive toward the course than the conventional classroom group.

View Full Record

Learning Online

Excerpt

Online students not only participate more ... they also out perform their on-campus counterparts, primarily because they are older and more mature.

Finding

Significant Difference - Better Results with Technology

View Full Record View Article

Search All Fields


Search by Criteria

Search - No Significant Difference
css.php