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
The Impact of ‘Virtualization’ on Independent Study Course Completion Rates: The British Columbia Open University Experiment
L. Giguere
2009
… adopted a visualization strategy based primarily on twinning off-line independent study distance education courses (textbook-based with study guide and telephone and e-mail tutor support) with alternative online versions (textbook-based with integrated conferencing … In this study we benchmarked successful completion rates (SCRBs) for BCOU’s online academic courses and compared those to off-line course benchmarks. Online SCRBs are consistantly higher than off-line SCRBs.
Not Sorted Yet
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Video-Driven Multimedia, Web-Based Training in the Corporate Sector: Pedagogical Equivalence and Component Effectiveness
K. Pang
2009
Overall, results indicated that the video-driven multimedia, web-based instruction was not only pedagogically equivalent in therms of knowledge gains to the live instruction but that the knowledge gains were slightly higher among the web-based participants.
Not Sorted Yet
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A Comparative Study of the Effectiveness of Traditional Instruction with Home Study Instruction on GED Test Scores
K. Kalpana
2008
The data analysis indicated that there were no significant differences in the achievement of adult students for the online home-study and traditional teacher-based formats. There were also no significant differences in the average age of successful GED graduates and the proportion of successful female students. Since the mode of instruction did not make a significant difference in student success, the least expensive and most convenient program may be selected seeking a high school equivalency diploma.
No Significant Difference
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Computer-based Testing: An Alternative for the Assessment of Turkish Undergraduate Students
O. Akdemir
A. Oguz
2008
This study investigated whether test scores of Turkish students were different in the computer-based test and in the paper-and-pencil test … Findings of this study showed that test scores of undergraduate students were not different …
No Significant Difference
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Internet-Based Learning in the Health Professions
D. Cook
A. Levinson
S. Garside
D. Dupras
P. Erwin
2008
… effects compared with non-Internet instructional methods are heterogeneous and generally small, suggesting effectiveness similar to traditional methods.
No Significant Difference
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Comparing Learning Outcomes between Traditional and Distance Introduction to Philosophy Courses
R. Smith
L. Palm
2007
The results of the study indicated that the traditional and distance students did not differ significantly in their in [sic] performance on graded assignments … No significant differences were found between the traditional and distance students in mean scores on the five tests or the two papers.
No Significant Difference
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Persistence in University Continuing Education Online Classes
J. Frydenberg
2007
There was no significant difference between online and onground drop rates after the start of instruction, leading to the conclusion that differences in instruction online and onground was unlikely to be a major influencing factor in the student’s decision to drop.
No Significant Difference
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Overcoming the “No Significant Difference” Phenomenon in Distance Education by Internet
C. Sahin
2006
… when compared to face to face education with Internet Based Distance Education, there is a significant difference in favor of the Internet Based Distance education.
Significant Difference – Better Results with Technology
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The Comparative Effectiveness of Web-based and Classroom Instruction: A Meta-analysis
T. Sitzmann
K. Kraiger
D. Stewart
R. Wisher
2006
… the 2 delivery media were equally effective for teaching procedural knowledge, and trainees were equally satisfied with WBI and CI. However, WBI and CI were equally effective for teaching declarative knowledge when the same instructional methods were used to deliver both WBI and CI, suggesting media effects are spurious and supporting Clark’s (1983, 1994) theory.
No Significant Difference
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The Comparative Effectiveness of Web-based and Classroom Instruction: A Meta-Analysis
T. Sitzmann
K. Kraiger
D. Stewart
R. Wisher
2006
The overall results indicated WBI was 6% more effective than CI for teaching declarative knowledge … WBI was 19% more effective than CI for teaching declarative knowledge when Web-based trainees were provided with control, in long courses, and when trainees practiced the training material and received feedback during training.
Significant Difference – Better Results with Technology
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