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 Power of Cyberlearning: An Empirical Test
P. Navarro
J. Shoemaker
1999
The findings appear to provide evidence that cyberlearning can be as effective as traditional classroom learning… Results from t-tests indicated that there were no significant differences on six of the eight academic variables … in terms of student learning, for the most part the two groups achieved at approximately the same level as measured by test scores… The findings of this study appear to provide preliminary evidence that cyberlearning can be as effective as learning in the traditional classroom. In general, there were no significant differences in academic outcomes when Cyberlearners were compared with Traditional Learners… 90% of the Cyberlearners believed they learned as much or more than they would have in a traditional classroom.
No Significant Difference
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What Are Faculty Saying?
K. Hoffman
1999
Faculty feport that learning outcomes in online education are comparable to (62%) or better than (23%) those of face-to-face courses… Eighty-five persent of faculty teaching online said their students learned equally effectively as on campus students and some said their students did even better.
No Significant Difference
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What’s the Difference: A Review of Contemporary Research on the Effectiveness of Distance Learning in Higher Education
R. Phipps
J. Merisotis
1999
… achievement compares favorably across a variety of age and content levels. User satisfaction is higher than in traditional instruction regardless of the technology used.
No Significant Difference
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Who’s Teaching Online?
J. Dobrin
1999
“… 85% of faculty felt that student learning outcomes in online education were comparable or better to those found in face-to-face classrooms. While this was consistant with much of the data that exists in support of the ‘No Significant Difference Phenomena’, it was encouraging to see that so many faculty (with experience in teaching the same course in face-to-face and online environments) were in support of online courses being as effective as classroom courses.”
No Significant Difference
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A Case Study in the Benefits and Costs of an Interactive Television Network
The WESTNET Program
1998
… the proportion of students earning grades of’ ‘A’ or ‘B’ at the sending and recieve sites was not statistically significant at the 5 percent level… The responses to the specific survey items where there were among the send and receive site students provide no indications unfavorable toward WESTNET.
No Significant Difference
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A Distance Learning Model in a Physical Therapy Curriculum
T. English
A. Harrison
A. Hart
1998
Faculty at the University of Kentucky developed a distance education program that combined classroom lecture and discussion via compressed video technology with laboratory experiences for the pathomechanics course. For this particular course, there was no statistically significant difference in the outcome measures utilized to compare the distance learners with on-site learners.
No Significant Difference
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A Web-based Risk Management and Medical-legal Curriculum for Graduate Medical Education
TJ. Balcezak
P. Lynch
S. Jackson
J. Richter
CC Jaffe
1998
Students who browsed the web material scored significantly higher on the achievement test compared with those who completed the course without the web material.
Significant Difference – Better Results with Technology
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Audiographic Telecourses for the Web: An Experiment
R. LaRose
J. Gregg
M. Eastin
1998
… students in traditional lecture were compared with students who learned via pre-recorded audio in WWW (audiographic telecourse), detailed course outlines and related courses pages on WWW. Test scores between two groups were equivalent. Student attitude ratings across the two groups were equivalent.
No Significant Difference
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Community College Student Perceptions of Online Instruction Experiences
J. Ward
1998
Students were enthusiastic about this learning experience, believed Jackson’s online course design was equally effective as traditional classroom instruction, and stated a high level of satisfaction overall.
No Significant Difference
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Cost-effectiveness of Audio Teletraining for the US Army National Guard
R. Wisher
A. Priest
1998
… although it appeared that students learned more quickly in the distance learning format, in a course of fixed length (three weeks), where there was ample time for retraining and retesting, there was ultimately equal effectiveness between groups. This analysis supports many previous reports that a distance learning group performed as well, if not better than, a resident control group.
No Significant Difference
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