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
Cognitive Efficiency: Toward a Revised Theory of Media
T. Cobb
1997
… it is simply efficiency rather than cognition per se that makes up the difference between media. But surely ‘efficiency’ has been framed more narrowly than it needs to be, and could be usefully broadened to include a space for ‘cognitive efficiency,’ as distinct from the economic or logistic kind.
No Significant Difference
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Cyberschools: An Education Renaissance
G. Jones
1997
Clearly, all mediums of communications have their advantages and disadvantages. But the research really does show there is no significant difference in the student’s ability to learn using technology-based education tools. And not just for computer-aided teaching. Long ago research into whether television was an inferior learning tool proved there is no real difference between learning from TV and learning from the traditional classroom … it was reported time and again in research on how we learn at all levels that electronic instruction–either via teleconference or computer conference– can be as effective as traditional classroom-based lectures and face-to-face discussion. On-line students have test scores equal to those in conventional classrooms …
No Significant Difference
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Cybersmart: Education and the Internet
M. Vasarhelyi
L. Graham
1997
… computer-based instruction yielded higher average scores than traditional instruction.
Significant Difference – Better Results with Technology
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I Got My Degree Through E-mail
L. Gubernick
A. Ebeling
1997
… a study conducted by the University of Phoenix … demonstrated standardized achievement test scores of its online graduates were 5% to 10% higher than graduates of competing on-campus programs at three Arizona public universities.
Significant Difference – Better Results with Technology
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Restructuring the University for Technological Change
A. Bates
1997
Many hundreds of thousands of such comparative studies have been made in the past, and the usual result when the comparisons have been done using sound research is that there is no significant difference.
No Significant Difference
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SUNY Brockport and the SUNY Campuses in Western New York State: A Case Study in the Benefits and Costs of an Interactive Television Network
F. Jewett
1997
Students at the receiving site attained lower grades than the students at the sending site. On the other hand, receiving site students in general portrayed a more positive attitude than sending site students.
Mixed Results
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Teaching Economics in a Virtual Classroom
M. Vachris
1997
An assessment of student performance in the classroom versus online for a Principles of Macroeconomics course is presented, and the assessment results indicate that, at least for Principles of Macroeconomics, an online education does not differ significantly from a traditional classroom experience, in either student outcomes or student satisfaction.
No Significant Difference
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Teletechnet–Old Dominion University and “Two Plus Two” Programs at Community Colleges in Virginia: A Case Study in Benefits and Costs of an Intercampus Instructional Television Network
Old Dominion University
1997
Learning [was] deemed to be at least equivalent to on-campus instruction as indicated by comparisons of: (a)course grades (regular classroom, TELETECHNET studio, TELETECHNET (b)receive site) (c)student performance on exit writing (d)examination (e)student evaluations of satisfaction with the programs … The quality of the instruction provided via TELETECHNET is equivalent to that provided by on-campus classroom instruction.
No Significant Difference
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The Effectiveness of Web-based Instruction: A Case Study
S. White
1997
there was no significant difference in learning across the two groups.
No Significant Difference
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The Effects of Selected Factors on Academic Performance of On-line and Face-to-Face Students
V. McAlpin
1997
Data analysis revealed that delivery strategy does not influence the academic performance of on-line and face-to-face students. It also revealed that psychological, socio-demographic and organizational factors do not influence whether or not delivery strategy affects academic performance.
No Significant Difference
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