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:
Study Methods in Distance Education: A Summary of Five Research Studies
Author/s:
J. Bajtelsmit
Year:
1990
Excerpt:
The results of the second study bear on the issue of comparative effectiveness of distance education vs. traditional education… Given the usual qualifications of a correlational study, the analysis was still fairly powerful and suggests comparable effectiveness in terms of academic achievement. In view of cost comparisons typically favoring distance education, the bottom line suggests a cost-benefits analysis favorable to distance education methods. While it is not logically possible in this study to prove the null hypothesis of ‘no difference,’ the results do contribute further support for this conclusion.
Finding:
No Significant Difference
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Title:
The Effects of Computer Animation on Adult Learning and Retrieval Tasks
Author/s:
L. Rieber
M. Boyce
Year:
1990
Excerpt:
The results with an adult sample indicated no significant difference in the amount learned but the animation group required less time to retrieve the information they learned.
Finding:
Significant Difference – Better Results with Technology
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Title:
The Effects of Computer Animation on Adult Learning and Retrieval Tasks
Author/s:
L. Rieber
M. Boyce
Year:
1990
Excerpt:
The results with an adult sample indicated no significant difference in the amount learned but the animation group required less time to retrieve the information they learned.
Finding:
Significant Difference – Better Results with Technology
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Title:
Evaluative Research Studies of the University of Southern Maine Instructional Television System
Author/s:
D. Silvernail
J. Johnson
Year:
1989
Excerpt:
…no significant differences in the achievement or attitudes of students receiving live classroom instruction and those receiving some type of televised instruction. Overall, no significant differences were found in the achievement levels. …no significant differences in end of course grades between ITV and non-ITV classes. …no significant differences in grades between the origination site and remote sites…students do equally well in courses taught over the ITV system as they do in a traditional classroom setting. Students learned course content generally well… Students receiving their course instruction by means of interactive television learned as well as students in a traditional classroom.
Finding:
No Significant Difference
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Title:
Color, Graphics and Animation in a Computer-Assisted Learning Tutorial Lesson
Author/s:
Y. Baek
B. Layne
Year:
1988
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
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Title:
Teaching Telecourses: Opportunities and Options: How Do Telecourses Compare to Other Types of Courses?
Author/s:
Annenberg/CPB Project
Year:
1988
Excerpt:
…television-delivered instruction is equivalent to traditional, classroom-based instruction in its learning effectiveness… outcomes of the television courses are roughly equivalent to the outcomes of the comparable traditional courses…tele-course students performed better than or as well as non-telecourse students…a third of the faculty studied reported that Annenberg/CPB courses retained more students than traditionally taught courses. Another third said that retention was equal to traditionally taught courses.
Finding:
No Significant Difference
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Title:
A Cost-effective Implementation of Computer-based Training within a Large Government Training Organization
Author/s:
M. Szabo
Year:
1987
Excerpt:
… trainees scored significantly higher if they were using CBI as compared with conventional (previous) training.
Finding:
Significant Difference – Better Results with Technology
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Title:
Computer Managed Instruction: An Alternative Teaching Strategy
Author/s:
R. Day
L. Payne
Year:
1987
Excerpt:
… no significant difference in achievement was observed between the two groups… students learned equal amounts based on course examinations and clinical sessions.
Finding:
No Significant Difference
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Title:
Is Instructional Television Educationally Effective? A Research Review
Author/s:
N. Whittington
Year:
1987
Excerpt:
…a three-year study…which compared the performance of full-time Stanford students and students obtaining instruction via the live, interactive ITFS system…16,652 students taking traditional, on-campus instruction scored a mean GPA of 3.40, while 1,771 students taking live, interactive video instruction has a mean GPA of 3.39. In addition…Stanford is using tutored video instruction…Research indicates that this method…also promoted equivalent student achievement…
Finding:
No Significant Difference
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Title:
Computer Managed Instruction at the University of Alberta Hospitals School of Nursing
Author/s:
S. Doblin
B. Gibson
Year:
1986
Excerpt:
… students in the class using CMI achieved higher marks for all of the unit tests, for the average of the unit tests and for the final course mark when compared to the previous three (non-CMI) classes.
Finding:
Significant Difference – Better Results with Technology
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