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. Learn More
Records: 210
Title:
Course Restructuring and the Instructional Development Initiative at Virginia Polytechnic Institute and State University: A Benfit Cost Study
Author/s:
Virginia Tech
Year:
1998
Excerpt:
…[Philosohpy course] Students in the web-based course scored better than the lecture section on eight of the sixteen specific essay scoring criteria deemed important to philosophical discourse, there was no significant difference between the two sections on seven of the criteria, and the lecture section scored significantly better on only one criterion…Even though the web-based group showed superior performance based upon the sixteen criteria, letter grades assigned by the readers to this particular essay showed no significant difference between the two groups.
Finding:
No Significant Difference
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Title:
Course Restructuring and the Instructional Development Initiative at Virginia Polytechnic Institute: A Benefit Cost Study
Author/s:
Year:
1998
Excerpt:
… [Philosophy Course] Students in the web-based course scored better than the lecture section on eight of the sixteen specific essay scoring criteria deemed important to the philosophical discourse, there was no sigificant difference between the two sections on seven of the criteria, and the lecture section scored significantly better on only one criteria… Even though the web-based group showed superior performance based upon the sixteen criteria, letter grades assigned by the readers to this particular essay showed no significant difference between the two groups.” ” …[Microbiology Course] … the evidence strongly suggests there is no difference in either mean grades of the grade distributions for the versions of the course offered before and after the course design.
Finding:
No Significant Difference
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Title:
How Women Actually Perform in Distance Education
Author/s:
J. Koch
Year:
1998
Excerpt:
… two studies of students in Indiana–one conducted at Ball State and the other at Indiana State university–found no statistically significant difference between male and female students in their satisfaction with distance-education courses. The studies included more than two dozen courses and more than 400 students… Old Dominion researchers asked 12,000 students in almost 150 distance-learning courses in 25 degree programs about their satisfaction with the courses found no significant differences between men and women… the bottom line is that neither female nor male distance-learning students appear to learn less than students in traditional classes. In fact, the evidence indicates the opposite.
Finding:
No Significant Difference
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Title:
Learning Styles and Distance Learning
Author/s:
H. Major
Year:
1998
Excerpt:
Student achievement was very high for some objectives and about the same as face-to-face courses I had taught …
Finding:
No Significant Difference
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Title:
Milestone Report for the project: Curriculum Design, Production, and Delivery of MEA200 as a World-Wide Web Course. Part 3.
Author/s:
E. Knowles
Year:
1998
Excerpt:
The project compares the performance of the students taking the same course in five other venues (regular class, summer term, and cable, video and written independent study) … the mean total scores earned by students in all venues are quite comparable.
Finding:
No Significant Difference
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Title:
On-line and F2F Students: Is there really any difference?
Author/s:
V. McAlpin
Year:
1998
Excerpt:
Data analysis revealed that delivery strategy does not influence the academic performance of on-line and F2F students.
Finding:
No Significant Difference
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Title:
Teaching College Literacy: A Case Study in the Benefits and Costs of Daedalus Courseware at Baruch College
Author/s:
Baruch College
Year:
1998
Excerpt:
Seventy-five percent of the 16 students in the Dadaelus section of ENG 0160 passed the CUNY Writing Assessment Test. This compares to a 53 percent pass rate for the 12 students in the control section …The difference in the passing rate was not statistically significant … the computer-enhanced instruction did not have a significant effect on improving retention …The observed difference between the passing rates for the two courses in not statistically significant at either the one or five percent level.
Finding:
No Significant Difference
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Title:
Teaching Community Health Nursing by Distance Methods: Development, Process, and Evaluation
Author/s:
J. Blackley
J. Curran-Smith
Year:
1998
Excerpt:
Evaluation found students were able to meet their course objectives and perform as well as students who had completed a similar on-campus course.
Finding:
No Significant Difference
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Title:
Teaching Online – Education Review
Author/s:
D. Goldberg
Year:
1998
Excerpt:
And Jack Wilson, faculty dean at Rensselear Polytechnic Institute, where almost one-third of graduate students are taking courses at a distance, said the off-campus students perform just as well as their on-campus counterparts in the same courses.
Finding:
No Significant Difference
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Title:
The Education Network of Maine: A Case Study in the Benefits and Costs of Instructional Television
Author/s:
University of Maine System
Year:
1998
Excerpt:
A statistically significant difference in average grades between broadcast and receive site students (in favor of the broadcast site students) was found in only one course. Of the remaining 17 courses for which sufficient data were available to conduct a ‘t’ test, the differences in average grades were not statistically significant … There were no significant differences between the responses of the students in the live network and the videotaped version of the course. Based upon these survey responses, there is no evidence that receive site students preferred the live network course over the videotape version of the same material.
Finding:
No Significant Difference
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