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
An Analysis of the Use of Virtual Delivery of Undergraduate Lectures
A. Smeaton
G. Keogh
1999
The results in this paper have shown that when virtual lectures are used in place of traditional delivery methods there is no significant difference in attainment level as measured by end of year examination marks.
No Significant Difference
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Assessment in Distance Learning: What Do Students Know and How Do We Know that They Know It?
W. Wade
1999
… grade distribution has shown repeatedly that students do as well in a distance learning atmosphere as they do in a physical classroom atmosphere… it is true that students do as well in distance learning as in physical classrooms …
No Significant Difference
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Comparative Analysis of SDL Online Training with Traditional Classroom Instruction
T. Redding
J. Rotzien
1999
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.
Significant Difference – Better Results with Technology
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Distance Education: A Means to an End, No More, No Less
D. Trinkle
1999
Increased competition among educational institutions offering such courses will probably reduce the costs non-traditional students will face. For such students, there is clear evidence that distance education can be as successful as classroom-based instruction, if not more so.
No Significant Difference
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Do Online Students Perform As Well AS Traditional Students?
J. Dutton
M. Dutton
J. Perry
1999
A summary of our findings, then, is that, as a group, online students who completed the course did significantly better that lecture students. This result holds up when we consider undergraduate students only. For lifelong students the result is reversed, but the difference is not statistically significant.
Significant Difference – Better Results with Technology
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Economics in Cyberspace: A Comparison Study
P. Navarro
J. Shoemaker
1999
… we see that Cyberlearners performed significantly better than the Traditional Learners. Mean score [final exam] for the Cyberlearners was 11.3 while the mean score for the Traditional Learners was 9.8. With a t-test statistic of 3.70, this result was statistically significant at the 99% level.
Significant Difference – Better Results with Technology
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Getting Results with Distance Education
D. Clarke
1999
There were no significant differences in the test scores for the classes measured … same class, same instructor, same audience, same exam — just different format.
No Significant Difference
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Learning in an Online Format Versus an In-class Format: An Experimental Study
A. Schulman
R. Sims
1999
Our study demonstrates that the learning of online students is equal to the learning of inclass students for our sample. Interestingly, the group of students who self-selected into the online courses scored higher on the pretests than did the inclass students. This result is an indication that the students who select online courses may be better prepared for the course material than the students who select inclass courses. This preparedness may not, however, lead to greater learning since there were no significant differences between the two groups on students on their posttest scores.
No Significant Difference
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Marketability of the Physical Therapist with an Advanced/Post-Professional Degree Earned Through Distance Education
A. Ball
1999
Though gaps exist between on-site and distance education in the fields of Business / Healthcare Administration, Education, and Public Health / Public Policy, these gaps are negligible and equivocal between the three fields of study.
No Significant Difference
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Multimedia Collaboration Content Creation (mc?): The MSU Lecture Online System
G. Kortemeyer
W. Bauer
1999
A comparison of the final exam scores between sections with traditional lectures and homework versus computerized lectures and homework in physics however found no significant difference—a result widely reflected in the literature.
No Significant Difference
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