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:
Do Online Students Perform as Well as Lecture Students?
Author/s:
J. Dutton
M. Dutton
J. Perry
Year:
2001
Excerpt:
These results demonstrate that online students can perform at least as well as traditional students. They do not show that any student, randomly selected, can do as well in an online class. Undoubtedly self-selection means that students with greater computer skills and /or greater maturity are more likely to opt for an online course. However we have reduced the effects of those factors in this study. The subject matter of the course reduces variability in computer skills in this case. And in the emperical work we have controlled for maturity differences to the extent we could. So our results provide support for further development of online course delivery.
Finding:
No Significant Difference
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Title:
Effect of Computer-Based Instruction on Performance in Physics.
Author/s:
P. Thomas
Year:
2001
Excerpt:
An analysis of covariance (ANCOVA) revealed significantly higher performance for the experimental group [computer-based/traditional instruction] than for the control group [traditional instruction only].
Finding:
Significant Difference – Better Results with Technology
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Title:
Effective Student Outcomes: A Comparison of Online and Face-to-Face Delivery Modes
Author/s:
J. Carey
Year:
2001
Excerpt:
Analysis of the data suggests that online students are gaining knowledge comparable to the face-to-face students and that online students are as satisfied on most dimensions as the face-to-face students… To this date, most research indicates that there is little difference in the performance of students taking online courses and students taking face-to-face classes
Finding:
No Significant Difference
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Title:
Learning Online
Author/s:
R. Colorito
Year:
2001
Excerpt:
Online students not only participate more … they also out perform their on-campus counterparts, primarily because they are older and more mature.
Finding:
Significant Difference – Better Results with Technology
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Title:
Network Technology as a Complementary Tool in Higher Education: An Examination of Educational and Cost Effectiveness
Author/s:
G. Albertelli
K. Kashy
E. Kashy
Thoennes
Year:
2001
Excerpt:
… with the technology more students met the requirements of the course that would allow them to continue in their engineering careers … more students excelled in the course …
Finding:
Significant Difference – Better Results with Technology
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Title:
Professional Socialization of Baccalaureate Nursing Students: Can Students in Distance Nursing Programs Become Socialized?
Author/s:
M. Nesler
M. Hanner
Year:
2001
Excerpt:
The present study was designed to assess whether there were differences in professional socialization for students enrolled in distance and campus-based baccalaureate nursing programs. The results did not support a priori hypothesis that there are no differences in socialization between students in these programs. Instead (and to our surprise), nursing students near completion in distance nursing programs had significantly higher scores on two measures of socialization than did campus-based nursing students.
Finding:
Significant Difference – Better Results with Technology
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Title:
Teaching with ALN Technology: Benefits and Costs
Author/s:
D. Kashy
G. Albertelli
E. Kashy
Thoenne
Year:
2001
Excerpt:
Even with higher course standards for success, student performance on examinations has improved, a larger fraction of students achieve the goals of the class, and the proportion of students who excel has increased. Female students benefit even more than their male counterparts. The level of communication and interaction among students has also increased dramatically, with mostly positive (but some negative)effects. Data concerning cost effectiveness indicate that the technology can reduce costs, but perhaps more importantly, it can increase the quality without increasing costs.
Finding:
Significant Difference – Better Results with Technology
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Title:
Technology in the Curriculum: An Assessment of the Impact of On-Line Courses
Author/s:
R. Green
K. Gentemann
Year:
2001
Excerpt:
There were no significant pre- and post-course differences on the items related to students expectations and perceived benefits for OLC vs. FTF courses … There were no significant differences between students in the OLC compared to students in the FTF courses for course retention or course grade… but there were increases in the amount of time and the purposes for which students used computers.
Finding:
No Significant Difference
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Title:
The Impact of Technology Plans on Students’ and Teachers’ Learning
Author/s:
L. Lockard
Year:
2001
Excerpt:
In 1997-1998, the year in which the NovaNET system was introduced, the graduation rate increased by more than 50 percent from 32 students in the 1996-1997 school year to 49 students. In 1999-2000, the year nignt school was opened, the graduation rate jumped another 50 percent, from 84 students in the 1998-99 school year to 126 students. The school’s dropont rates also improved …
Finding:
Significant Difference – Better Results with Technology
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Title:
Two Schools, Two Time Zones, One Set of PR Class Objectives: On Asynchronous Learning Networks and In-Class Discussions
Author/s:
T. Kelleher
M. O”Malley
Year:
2001
Excerpt:
Although existing literature suggests possible pedagogical advantages of ALNs, no significant differences between experimental conditions were found in this study… No significant differences were found between online and in-class conditions in terms of learning ourcomes by independent judges… To ensure that potential differenceswere not being masked by differences in gender,university/professor, or topic of discussion, mean scores for learning outcomes based on each of these variables (e.g., outcome scores for males v. females). No significant differences were found.
Finding:
No Significant Difference
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