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The "No Significant Difference" Phenomenon: A Literature Review, Thomas R. Ramage

Dr. Thomas R. Ramage Scholarship

A quick look at the “No Significant Difference Phenomenon” website might leave the casual observer to the conclusion that an overwhelming amount of data exists to support the notion that technologically-mediated instruction and/or “distance education” in nearly every form imaginable, has proven to be an effective and sometimes preferred method of educating students outside the confines of what is commonly referred to as the “traditional classroom” (Thomas Russell, 2001). From 1928 to the present, Russell has cataloged at least 355 studies, technical reports, and dissertations that have reviewed student learning outcomes in the form of satisfaction surveys, grade comparisons, standardized …