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:
The Effects of World Wide Web Instruction and Traditional Instruction and Learning Styles on Achievement and Changes in Student Attitude in a Technical Writing in Agricommunication Course
Author/s:
T. Day
M. Raven
M. Newman
Year:
1998
Excerpt:
… students who completed a writing course on the web exhibited higher achievement scores than those in conventional instruction in the area of communication writings.
Finding:
Significant Difference – Better Results with Technology
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Title:
The Impact of the Internet on Management Education: What the Research Shows
Author/s:
C. Morrissey
Year:
1998
Excerpt:
Results showed that case study groups with groupware significantly outperformed traditional face-to-face groups… Group attitudes, including cohesion and satisfaction with the process and outcomes, were also consistant, in that electronic meeting groups tend to score lower than traditional groups.
Finding:
Significant Difference – Better Results with Technology
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Title:
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
Author/s:
Cleveland State University
Year:
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
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Title:
Using the College Outcome Measures Program to Measure General Education Outcomes for Adult Students at a Distance
Author/s:
M. Nesler
P. Peinovich
Year:
1998
Excerpt:
Overall, the results indicated that students who participate in non-traditional education are capable of achieving outcomes that are comparable to students at regionally accredited traditional institutions.
Finding:
No Significant Difference
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Title:
Video: Who Needs It?
Author/s:
E. Parks
Year:
1998
Excerpt:
I then reworked the video into four treatments: full-motion, animation, slide show (low motion), and still pictures (limited visual stimuli). Conventional wisdom was that the full-motion would be best. But it turned out there was no difference in learning among the groups using each treatment.
Finding:
No Significant Difference
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Title:
Virtual Teaching in Higher Education
Author/s:
J. Schutte
Year:
1998
Excerpt:
Results indicate the virtual students scored an average of 20 points higher on the 100 point midterm and final exams… All differences are highly significant.
Finding:
Significant Difference – Better Results with Technology
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Title:
A Case Study in the Benefits and Costs of a joint Industry/University Designed Program Featuring Integrated Delivery Methods
Author/s:
Rensselaer Polytechnic Institute
Year:
1997
Excerpt:
…there was little variation among final grades for students enrolled in the three modes (studio site, videoconferencing sites, and videotape sites)… no significant performance difference is noted between those who took the course on campus or at a distance, and for the distance learners, course delivery mode did not make a difference . Yet it was surprising to note that those who watched by videotape rated the course considerably higher (4.57) than those who participated live and interactively by videoconfereince (3.77). To the statement ‘The technologies used made me uncomfortable,’ the group that disagreed the most (indicating the highest comfort level ) were those using videotape, followed closely by the campus group.
Finding:
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Title:
A Case Study in the Benefits and Costs of a Joint Industry/University Designed Program Featuring Integrated Delivery Methods
Author/s:
Rensselaer Polytechnic Institute
Year:
1997
Excerpt:
… it was surprising to note that those who watched by videotape rated the course considerably higher (4.57) than those who participated live and interactively by videoconfereince (3.77). To the statement ‘The technologies used made me uncomfortable,’ the group that disagreed the most (indicating the highest comfort level ) were those using videotape, followed closely by the campus group.
Finding:
Significant Difference – Better Results with Technology
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Title:
A Comparison of the Learning Experience of Telecourse Students in Community and Day Sections
Author/s:
R. Hammond
Year:
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.
Finding:
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Title:
CALOS: First Results From an Experiment in Computer-Aided Learning
Author/s:
M. Goldberg
Year:
1997
Excerpt:
up of students in the WWW-only offering achieved roughly the same level of academic performance as did the group of students in the lecture-only offering. As one might expect, students with access to both sources on information achieved a higher level of performance.
Finding:
No Significant Difference
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