No Significant Difference is a web site companion for Thomas Russell’s The No Significant Difference Phenomenon: A Comparative Research Annotated Bibliography on Technology for Distance Education, now in its fifth edition.
In addition to studies that document no significant difference (NSD), the website includes studies which do document significant differences in student outcomes based on the mode of education delivery. The significant difference (SD) entries on the website are further classified into three categories.
Visit No Significant Difference!
Three key organizations in the field of online learning have partnered together to produce a two-page handout that summarizes emerging issues, in the hopes that those concerns can be addressed in the upcoming reauthorization of the Higher Education Act. This partnership hopes to create “a unified voice on pending federal regulations for today’s higher education students.”
Read more on the WCET blog, or view the handout below.
Dennis Berkey and Jay Halfond, “Cheating, Student Authentication and Proctoring in Online Programs.” New England Journal of Higher Education, July 20, 2015.
Educators in conjunction with UPCEA and WCET created a survey to learn more about what was being done about cheating in online programs, and how technology itself is being used in solutions.
By far the most frequently cited means of ensuring program integrity, specifically the deterrence of cheating, was reliance on honor codes or clearly articulated institutional policies. Three-quarters of these online leaders felt that establishing, articulating and enforcing such policies provided the essential foundation for online integrity, if not fully satisfactory solutions.