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:
A Modular, Webbased Introductory Course
Author/s:
L. Press
Year:
2005
Excerpt:
None of the performance differences we observed were signicant, indicating that performance is roughly the same using either the modules or a textbook.
Finding:
No Significant Difference
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Title:
Are Online Tutorials Effective? A Comparison of Online and Classroom Library Instruction Methods
Author/s:
S. Silver
L. Nickel
Year:
2005
Excerpt:
Analysis of the test scores indicated that there was no significant difference in the learning outcomes between in-person and online library instruction. The majority of students indicated a preference for online instruction over classroom instruction.
Finding:
No Significant Difference
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Title:
Traditional vs. Online Education: A Comparative Analysis of Learner Outcomes
Author/s:
B. Vroeginday
Year:
2005
Excerpt:
Online learners were found to score significantly higher than traditional learners on final exams; however no significant differences were found relative to overall course scores.
Finding:
No Significant Difference
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Title:
A Comparison of Student Persistence and Performance in Online and Classroom Business Statistice Experiences
Author/s:
C. McLaren
Year:
2004
Excerpt:
It is clear that for the students in the seven online sections and four classroom sections compared for this research, there are wide differences in persistence. It is also clear that amoung those students who do peresist, there is no significant difference in performance.
Finding:
No Significant Difference
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Title:
Differences Between Traditional and Distance Education Academic Performances: A meta-analytic approach
Author/s:
M. Shachar
Y. Neumann
Year:
2003
Excerpt:
Eighty-six experimental and quasi-experimental studies met the established inclusion criteria for the meta-analysis (including data from over 15,000 participating students), and provided effect sizes, clearly demonstrating that: (1) In 2/3rds of the cases, students taking courses by distance education outperformed their student counterparts in the traditionally instructed courses; (2) The overall effect size d+ was calculated as 0.37 standard deviation units (0.33 <95% Confidence Interval <0.40); and (3) This effect on 0.37 indicates that the mean percentile standing of the DE group is at the 65th percentile on the traditional group (mean defined as the 50th percentile).
Finding:
Significant Difference – Better Results with Technology
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Title:
A Four Year Study Comparing English Classes Online, via Television, and Face-to-Face
Author/s:
R. Carlisle
Year:
2002
Excerpt:
… online students had a slightly higher final grade than students in the other two formats… students can do at least as well as they do in standard classes.
Finding:
No Significant Difference
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Title:
Can Web Courses Replace the Classroom in Principles of Microeconomics?
Author/s:
B. Brown
C. Liedholm
Year:
2002
Excerpt:
The results strongly suggest that the virtual course represents an inferior technology compared to the live sections… The live students do significantly better than the virtual students on the most complex material … We find that the students in the virtual classes, while having better characteristics, performed significantly worse on the examinations than the live students.
Finding:
Significant DIfference – Better Results in the Classroom
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Title:
Differences Between Traditional and Distance Learning Outcomes: A Meta-Analytic Approach
Author/s:
M. Shachar
Year:
2002
Excerpt:
In 2/3rds of the cases, students taking courses by distance education outperformed their counterparts in the traditionally instructed courses …
Finding:
Significant Difference – Better Results with Technology
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Title:
Distance Education versus Classroom Instruction in Horticulture – An Introduction to Fruit Crops – Case Study
Author/s:
M. Rieger
Year:
2002
Excerpt:
Equal or better performance of DE students suggests that survey courses such as Introduction to Fruit Crops can be offered via distance education without compromising learning outcomes…the data show that DE students pereformed statistically better than classroom students …
Finding:
Significant Difference – Better Results with Technology
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Title:
Introductory Biology Online: Assessing Outcomes of Two Student Populations
Author/s:
M. Johnson
Year:
2002
Excerpt:
…ANOVA detected no significant difference in means for reasoning post-test scores between online (M = 9.66) and on-campus (M = 8.56) classes. However, when students were categorized as concrete (zero to three correct answers), transitional (four to seven correct), or formal reseanors (more than seven correct), Chi square analysis revealed a between online and on-campus students.
Finding:
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