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
Effects of Computer-assisted Instruction on Cognitive Outcomes: A Meta-analysis
Y. Liao
1992
… CAI is a mildly effective approach for teaching students cognitive skills in the classroom setting. But is was also noted that there was no evidence to indicate that CAI is more effective or even as effective as other instructional strategies.
No Significant Difference
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Online Human Anatomy (Rio Salado College) – Innovations in Online Learning – Report TRAC-WSMR-TEA-92-015
L. Lehman
P. Kinney
1992
… students instructed by one-way video scored significantly higher than students instructed by two-way video on the end of the course examination.
Significant Difference – Better Results with Technology
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The Effectiveness of Audio in Computer-based Education
A. Barron
M. Kysilka
1992
… found no significant effects for immediate recall between text-based and text plus redundant audio. The latter group however required more time to complete the instruction.
No Significant Difference
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The Effects of Knowledge of Results Feedback of Captioning on Listening Comprehension of English as a Second Language in Interactive Videodisc System
E. Smith
C. Shen
1992
Based on the findings that no significant differences existed between the treatment groups on the TOEFL Listening Comprehension subtest, it was concluded that the captioning used as knowledge of results does not improve general listening comprehension skills.
No Significant Difference
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Comparison of Performance and Attitude in Traditional and Computer Conferencing Classes
H. Chen
J. Lehman
P. Armstrong
1991
The outcomes measured included scores on achievement tests, time-on-task, student attitudes, and drop-out rates. While the results were mixed, the scores on achievement tests were highest for students taking a correspondence course and lowest for students participating in computer-mediated learning … there was a significant difference in the attitudes of students; the computer-mediated learning group was less positive toward the course than the conventional classroom group.
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Effects of the Hypertextual Approach Versus the Structured Approach on Students’ Achievement
A. Lanza
T. Roselli
1991
Both groups performed equally well, but the hypertext group exhibited greater variability in achievement, prompting the conclusion that hypertext might be better suited to more able students.
No Significant Difference
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Faculty Perceptions of Interactive Instructional Strategies: Implications for Training
D. Gehlauf
M. Shatz
T. Frye
1991
One of the first issues to be investigated was whether students were getting the same education in the technologically delivered classes as in the traditional classroom…there are no significant differences in academic performance for students in the two settings.
No Significant Difference
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Can CAI Be More Effective for Teaching Johnny than Traditional Instruction – Why Have Studies Been Inclusive?
D. Schmitt
1990
… meta-analyses have been performed which contend that CAI is at least not harmful and probably effective … as the technology of computers grows and the demand for computers in schools from within the education profession and from parents increases, there needs to be accountability that CAI is useful, effective, and necessary. Unless there are sound research studies to backup the use of CAI, it will fall like a dead duck.
No Significant Difference
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Distance Learning in North Dakota: A Cross-Technology Study of the Schools, Administrators, Coordinators, Instructors, and Students with Two-Way Interactive Television, Audiographic Tele-Learnng, and Instruction by Satellite
V. Hobbs
1990
…no discernible difference between distance learning and traditional foreign language achievement attributable to the specific distance learning technologies used.
No Significant Difference
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Effectiveness and Cost on Interactive Videodisc in Defense Training and Education.
J. Fletcher
1990
Compared with conventional instruction, IVDI in military training (24 studies) increased achievement to 65%; in higher education (14 studies) increased achievement to 75%; increased achievement in both knowledge and performance measures, to 64%. The more ‘interactivity’ built into IVDI, the more effective the resulting instruction. IVDI was more effective than computer-assisted without videodisc interaction. IVDI may increase time on task and did not effect longer term retention… IVDI was less costly and more cost effective than conventional instruction.
Significant Difference – Better Results with Technology
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