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
Web-Based Virtual Learning Environments: A Research Framework and a Preliminary Assessment of Effectiveness in Basic Skills Training
G. Piccoli
R. Ahmad
B. Ives
2001
Our results indicate that, in the context of IT basic skills training in undergraduate education, there are no significant differences in performance between students enrolled in the two environments.
No Significant Difference
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What Matters in Judging Distance Teaching? Not How Much It’s Like a Classroom Course — An interview with Barbara B. Lockee, Assistant Professor, Instructional Technology, Virginia Tech
D. Carnevale
2001
The delivery mode we know for a fact does not impact the learning. It’s the design of the instruction that impacts the learning, and also what the students bring to the instructional situation. Instead of comparing, say, our online multimedia-authoring course to the face-to-face course, we would look to see that our distance learners are achieving our intended outcomes no matter how they’re getting it.
No Significant Difference
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A Comparative Analysis of SDL Online Learning with Traditional Classroom Learning
T. Redding
2000
The online group typically achieved the highest GPA mean in each topic, and the highest cumulative GPA Average mean. The SD and Variance for this group indicate a consistent high quality learning of content. The online group is the most successful at cognitive learning as measured by the end of course examinations.
Significant Difference – Better Results with Technology
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A Meta-analysis of the Effectiveness of Telecourses in Distance Education
K. Machtmes
J. Asher
2000
… there does not appear to be a difference in achievement between distance and traditional learners (p.43)
No Significant Difference
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An Experimental Evaluation of Web-Based Tutorial Quizzes
G. Klass
L. Crothers
2000
We find no significant differences on post test scores between studnets who wrere assigned web quizzes and those who were not.
No Significant Difference
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Blind Scores in a Graduate Test: Conventional Compared with Web-based Outcomes
M. Fallah
R. Ubell
2000
… this ‘blind’ study confirms results from previous research showing largely that there is little or no difference in student outcomes when online learning is compared with on-campus experiences …
No Significant Difference
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Comparative Analysis of Learner Satisfaction and Learning Outcomes in Online and Face-to-Face Learning Environments
S. Johnson
S. Aragon
N. Shaik
N. Palma-Rivas
2000
This empirical study compared a graduate online course with an equivalent course taught in a traditional face-to-face format on a variety of outcome measures… there was no difference between the two course formats in several measures of learning outcomes… The overall mean rating of the face-to-face class projects was 3.47 (SD= .60) and the mean rating for the online class projects was 3.40 (SD= .61). The difference in the project ratings for the two groups was not significant… The results of this study show that student satisfaction with their learning experience to be slightly more positive for students in a traditional course format although there is no significant difference in the quality of the learning that takes place. These results support the argument that online instruction can be designed to be as effective as traditional face-to-face instruction… Using a blind review process to judge the quality of the major course projects, the ratings of the three independent reviewers showed no difference in the quality of the projects across the two course formats. In addition, the distributions of course grades for both the online and face-to-face classes were to a large extent equally distributed. The findings of this study show that online learning can be as effective as face-to-face learning in many respects in spite of the fact that students in online programs may be less satisfied with their experience than students in more traditional learning environments.
No Significant Difference
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Comparative Analysis of SDL Online Training with Traditional Classroom Instruction
T. Redding
J. Rotzien
2000
The online group is the most successful at cognitive learning as measured by the end of course examinations… The results of the study do provide strong support for the conclusion that online instruction for individuals entering the insurance field is highly effective, and can be more effective then traditional classroom delivered instruction.
No Significant Difference
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Comparison of Online Coursework to Traditional Instruction
R. Mock
2000
While both trials resulted with the in-class students scoring higher than the web-based students on the unit tests, in each case the difference between these two groups was not significant.
No Significant Difference
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Education at a Distance: Teaching Executives in China
A. Efendioglo
L. Murray
2000
TVI [Tutored Video Instruction] students received slightly lower grades than did the average on-campus MBA student. Comparing each of the TVI student classes directly against the on-campus class that was taped, the TVI students failed to perform as well.
Significant DIfference – Better Results in the Classroom
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