You are here:

Distance Education: Looking Beyond "No Significant Difference."

, , , ,

Quarterly Review of Distance Education Volume 2, Number 2, ISSN 1528-3518


A review of research in distance education indicates that results are consistent in that there is no significant difference in achievement attributable to the delivery system. This paper attempts to look beyond these studies by examining research related to: learner interaction and control, two different approaches to multiple learning styles, and utilizing intelligent agents to facilitate interaction and collaboration. (Contains 72 references.) Author/AEF)


Maushak, N.J., Chen, H.H., Martin, L., Shaw, B.C. & Unfred, D. (2001). Distance Education: Looking Beyond "No Significant Difference.". Quarterly Review of Distance Education, 2(2), 119. Retrieved June 21, 2021 from .

This record was imported from ERIC on April 18, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.