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
Distance Education: An Overview
A. Bates
R. Couell
1986
…students learn as well in distance education programs as they do in regular programs…
No Significant Difference
| View Full Record | View Article |
Learning Effectiveness and Efficiency Using Computer Managed Learning and Lecture Assessment Theory
P. Kot
L. Skillen
M. Wales
1986
Achievement scores and learning time for the two groups were equivalent, indicating equal amounts of learning.
No Significant Difference
| View Full Record | View Article |
The Effectiveness of Computer-based Adult Education: A Meta-analysis
C. Kulik
J. Kulik
B. Shwalb
1986
… when CBI is used, achievement is moderately higher than or equal to that obtained from conventional instruction. when efficiency is the criterion, CAI is significantly better than conventional instruction, in the range of 10-35% savings of instructional time.
Significant Difference – Better Results with Technology
| View Full Record | View Article |
Sharing Advanced [Secondary] Courses With Other Schools via Interactive Cable Television
R. Robinson
K. Collins
P. West
1985
Students in interactive-television classes achieved as well on the post-test as did students in ‘live’ classrooms.
No Significant Difference
| View Full Record | View Article |
Teaching via the Electronic Blackboard
G. Partin
E. Atkins
1984
…for one of the two courses examined, the percentage of As and Bs was considerably less in the teleteach classes (40% and 54%) than in the resident classes (73%); for the other course, the percentage of As and Bs in the teletreach class (88%) was greater than in the resident class (83%).
Mixed Results
| View Full Record | View Article |
Telecommunications and the Traditional Classroom: A Study of the Delivery of Education
D. Weingand
1984
…1) there is no evidence to support the idea that face-to-face instruction is the optimum delivery method, 2) Instruct-ion by teleconferencing can facilitate learning as well as or better than can classroom instruction, and 3) the absence of face-to-face contact is not detrimental to the learning process.
No Significant Difference
| View Full Record | View Article |
Reconsidering Research on Learning from Media
R. Clark
1983
…there are no learning benefits to be gained from employing any specific medium to deliver instruction…The best current evidence is that media are mere vehicles that deliver instruction but do not influence student achievements any more than the truck that delivers our groceries causes changes in our nutrition.
No Significant Difference
| View Full Record | View Article |
Telidon Distance Education Field Trial
T. Montgomerie
1982
Telidon instruction was as effective as the traditional correspondence and conventional in-school instruction.
No Significant Difference
| View Full Record | View Article |
A Meta-Analysis of Outcome Studies of Visual-based Instruction
P. Cohen
B. Ebeling
J. Kulik
1981
…students learned slightly more from visual-based instruction than from traditional teaching, but there was typically no difference between the two groups in regard to course completion, student attitudes, or the correlation between attitudes and achievement.
No Significant Difference
| View Full Record | View Article |
Media in Instruction: 60 Years of Research
G. Wilkenson
1980
The results of several decades of research…can be summed up as no significant difference.
No Significant Difference
| View Full Record | View Article |