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

Color, Graphics and Animation in a Computer-Assisted Learning Tutorial Lesson

Excerpt

The adults in the study scored higher in the animation condition that either text or graphics. The animation condition also resulted in less study time, suggesting that animation results in more efficient learning.

Finding

Significant Difference - Better Results with Technology

View Full Record

Cyberschools: An Education Renaissance

Excerpt

Clearly, all mediums of communications have their advantages and disadvantages. But the research really does show there is no significant difference in the student's ability to learn using technology-based education tools. And not just for computer-aided teaching. Long ago research into whether television was an inferior learning tool proved there is no real difference between learning from TV and learning from the traditional classroom ... it was reported time and again in research on how we . . . learn at all levels that electronic instruction--either via teleconference or computer conference-- can be as effective as traditional classroom-based lectures and face-to-face discussion. On-line students have test scores equal to those in conventional classrooms ...

Finding

No Significant Difference

View Full Record

Search All Fields


Search by Criteria

Search - No Significant Difference
css.php