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
Instructional Effectiveness of Video Media
D. Wetzel
P. Radtke
H. Stern
1994
Invariably, comparative studies of distance education and classroom instruction show no significant difference.
No Significant Difference
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The CUPLE Physics Studio
M. Wilson
1994
Students in these courses are performing as well or better than students in the traditional courses in spite of the 33.3% reduction in class contact time.
No Significant Difference
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Audio- and Computer-Conferencing: A Comparison
L. Hudson
P. Olmstead
1993
Based upon this limited case study, it is evident that the use of COM TP [computer-conferencing] instead of audioconferencing for distance education does not affect the students’ academic performance in the course.
No Significant Difference
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Effectiveness of Satellite Programs for Technical Updating of Vocational Education Teachers
L. Hudson
R. Dietzel
J. Sandiford
D. Morris
1993
There were no significant differences between interactive and non-interactive sites.
No Significant Difference
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Perspectives on an Interactive Satellite-based Japanese Language Course
R. Bruning
E. Landis
E. Hoffman
K. Grosskopf
1993
Year-end achievement tests of listening and written language competency administered in all years showed that the test scores of students in the distance learning course were higher than those of students in traditional classes.
Significant Difference – Better Results with Technology
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Perspectives on an Interactive Satellite-based Japanese Language Course
E. Landis
R. Bruning
E. Hoffman
K. Grosskopf
1993
A study comparing students in seven high schools in Alabama who received instruction in anatomy and physiology via satellite with a control group of students receiving traditional instruction found no significant difference between the groups on attitude toward the course.
No Significant Difference
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Student Achievement and Attitude in a Satellite-Delivered High School Science Course
E. Martin
L. Rainey
1993
At the high school level, a study compared the attitudes and achievements scores of students participating in an anatomy and physiology course taught in a regular classroom and delivered through interactive satellite… the group taught via satellite had higher mean scores on an achievement test than students in the classroom.
Significant Difference – Better Results with Technology
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The Effectiveness of Traditional versus Satellite Delivery in Three Management of Technology Master’s Degree Programs
W. Souder
1993
… compared the results of a take-home essay exam for students who participated in a live broadcast televised graduate course in management of technology with the results for students in the on-campus classroom. The students participating in distance learning performed better than students in the conventional classroom … With respect to homework, the distance students performed at a higher level.
Significant Difference – Better Results with Technology
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Channel One News in the Classroom: Does It Make A Difference?
M. Thompson
D. Carl
F. Hill
1992
The Exposure to news and current events via Channel One could also explain the student’s tendency to answer more questions correctly on current events although this finding was not significant at the .05 level …
No Significant Difference
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Distance Learning: An Innovative Approach to Nursing Education
J. Fulmer
M. Hazzard
S. Jones
K. Keene
1992
Review of course grades demonstrated that off-campus students achieved higher grades than on-campus students.
Significant Difference – Better Results with Technology
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