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

SUNY Brockport and the SUNY Campuses in Western New York State: A Case Study in the Benefits and Costs of an Interactive Television Network

1997

Excerpt

Students at the receiving site attained lower grades than the students at the sending site. On the other hand, receiving site students in general portrayed a more positive attitude than sending site students.

Finding

Mixed Results

Two Schools, Two Time Zones, One Set of PR Class Objectives: On Asynchronous Learning Networks and In-Class Discussions

2001

Excerpt

Although existing literature suggests possible pedagogical advantages of ALNs, no significant differences between experimental conditions were found in this study… No significant differences were found between online and in-class conditions in terms of learning ourcomes by independent judges… To ensure that potential differenceswere not being masked by differences in gender,university/professor, or topic of discussion, mean scores for learning outcomes based on each of these variables (e.g., . . . outcome scores for males v. females). No significant differences were found.

Finding

No Significant Difference