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:
Distance Education: An Overview
Author/s:
A. Bates
R. Couell
Year:
1986
Excerpt:
…students learn as well in distance education programs as they do in regular programs…
Finding:
No Significant Difference
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Title:
Learning Effectiveness and Efficiency Using Computer Managed Learning and Lecture Assessment Theory
Author/s:
P. Kot
L. Skillen
M. Wales
Year:
1986
Excerpt:
Achievement scores and learning time for the two groups were equivalent, indicating equal amounts of learning.
Finding:
No Significant Difference
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Title:
The Effectiveness of Computer-based Adult Education: A Meta-analysis
Author/s:
C. Kulik
J. Kulik
B. Shwalb
Year:
1986
Excerpt:
… when CBI is used, achievement is moderately higher than or equal to that obtained from conventional instruction. when efficiency is the criterion, CAI is significantly better than conventional instruction, in the range of 10-35% savings of instructional time.
Finding:
Significant Difference – Better Results with Technology
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Title:
Sharing Advanced [Secondary] Courses With Other Schools via Interactive Cable Television
Author/s:
R. Robinson
K. Collins
P. West
Year:
1985
Excerpt:
Students in interactive-television classes achieved as well on the post-test as did students in ‘live’ classrooms.
Finding:
No Significant Difference
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Title:
Teaching via the Electronic Blackboard
Author/s:
G. Partin
E. Atkins
Year:
1984
Excerpt:
…for one of the two courses examined, the percentage of As and Bs was considerably less in the teleteach classes (40% and 54%) than in the resident classes (73%); for the other course, the percentage of As and Bs in the teletreach class (88%) was greater than in the resident class (83%).
Finding:
Mixed Results
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Title:
Telecommunications and the Traditional Classroom: A Study of the Delivery of Education
Author/s:
D. Weingand
Year:
1984
Excerpt:
…1) there is no evidence to support the idea that face-to-face instruction is the optimum delivery method, 2) Instruct-ion by teleconferencing can facilitate learning as well as or better than can classroom instruction, and 3) the absence of face-to-face contact is not detrimental to the learning process.
Finding:
No Significant Difference
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Title:
Reconsidering Research on Learning from Media
Author/s:
R. Clark
Year:
1983
Excerpt:
…there are no learning benefits to be gained from employing any specific medium to deliver instruction…The best current evidence is that media are mere vehicles that deliver instruction but do not influence student achievements any more than the truck that delivers our groceries causes changes in our nutrition.
Finding:
No Significant Difference
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Title:
Telidon Distance Education Field Trial
Author/s:
T. Montgomerie
Year:
1982
Excerpt:
Telidon instruction was as effective as the traditional correspondence and conventional in-school instruction.
Finding:
No Significant Difference
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Title:
A Meta-Analysis of Outcome Studies of Visual-based Instruction
Author/s:
P. Cohen
B. Ebeling
J. Kulik
Year:
1981
Excerpt:
…students learned slightly more from visual-based instruction than from traditional teaching, but there was typically no difference between the two groups in regard to course completion, student attitudes, or the correlation between attitudes and achievement.
Finding:
No Significant Difference
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Title:
Media in Instruction: 60 Years of Research
Author/s:
G. Wilkenson
Year:
1980
Excerpt:
The results of several decades of research…can be summed up as no significant difference.
Finding:
No Significant Difference
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