‘No Significant Difference’ Phenomenon is based on the analysis of distance education and technologically-mediated instruction as a preferred and effective method of learning; this concept is built by Thomas Russell through numerous dissertations and technical reports aimed at the research of students’ outcomes, in order to compare learning environments and identify differences in teaching. The phenomenon covers about 355 studies that are used in present education theories in measuring various forms of education, their interaction, and technological development contribution to the system of study.
No Significant Difference Phenomenon appeared to be presented in modern theories as to the valuable contribution to the study of educational technologies’ effectiveness. The studies made a contribution to educational theories, though they were considerably criticized; Richard Clark stated, ‘…give up your enthusiasm for the belief that media attributes cause learning’ (Clark 1994)
There is a tendency to consider that face-to-face education in comparison to Internet-based distance learning has no considerable privileges. (Sahin, 2006). It is necessary to underline the idea, that modern researches are concentrated on the comparative analysis of traditional and web groups in the study process; ‘…the web students were very happy with their choice of course format and indicated comfort and benefit from it’ (Alexander, 2000). Web students feel comfortable with the usage of electronic databases and technology format.
The new studies conducted based on ‘No Significant Difference’ Phenomenon demonstrated the fact, that web-based instructions are rated higher among non-dorm residents; there are basic areas making web courses be significantly higher in ratings, such as academic credit, comfort, benefit, and course continuation.
The phenomenon was also used in the analysis of traditional school methods of study and instructional radio. ‘The results of the study yielded no significant difference between reading and listening groups’; radio group performed considerable progress in instruction knowledge and proved the effectiveness of the non-traditional distance method in the education system. (Woelfel, and Tyler, 1995)
Modern education studies highlighted the following results of the traditional and distance learning analysis: distance education students managed to outperform the results of counterparts involved in traditional study. Shachar stressed, eighty-six experimental studies demonstrated the effectiveness of distance learning to be promoted in a modern system. (Shachar, and Neumann, 2003)
‘No Significant Difference’ Phenomenon is frequently used in the process of distance education methodologies development. It was stated that the process of learning is not impacted by delivery mode, but by the way, the instruction is designed and the students are brought to the instructional situation. (Carnevale, 2001)
The contribution made by Russell through his development of the ‘No Significant Difference’ Phenomenon, appeared to be the background of numerous modern education theories; current education system restructuring is predominantly based on the effectiveness and comfort of distance learning which brings the same outcomes as the traditional system. Researchers managed to prove the profitability and convenience of distance teaching and learning; as a result, current studies are aimed at the development of effective policies and methods stimulating web education promotion which can become an important step to international education integrity.
References
Alexander, L. B. (2000). Better Results with Technology. Web.
Carnevale, C. (2001). 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. Web.
Clark, R. (1994). Media will never influence learning. Educational Technology Research and Development.
‘No Significant Difference’ Phenomenon. (2009). Web.
Russell, Th. L. (1999). ‘No Significant Difference’ Phenomenon (NSDP). North Carolina State University. USA.
Shachar, M. and Neumann, Y. (2003). Differences Between Traditional and Distance Education Academic Performances: A meta-analytic approach. Web.
Sahin, C. (2006). Overcoming ‘No Significant Difference’ Phenomenon in Distance Education by Internet. Andolu University.
Woelfel, N. and Tyler, I.K. (1995). Radio and the School. Tarry-Town-on-Hudson, N.Y.