3. 2007 - SMITH, R. J. & PALM, L. J: LEARNING AND
TEACHING IN PHILOSOPHY AND RELIGIOUS
STUDIES 6:2; 205-226
"The results of the study indicated that the traditional and distance students
did not differ significantly in their in [sic] performance on graded
assignments ... No significant differences were found between the
traditional and distance students in mean scores on the five tests or the two
papers."
http://prs.heacademy.ac.uk/view.html/Prs...
5. NO SIGNIFICANT DIFFERENCE2006 - SITZMANN,
T., KRAIGER, K., STEWART, O., & WISHER, R. A
META-ANALYSIS PERESONNEL PSYCHOLOGY …”
The 2 delivery media were equally effective for teaching procedural
knowledge, and trainees were equally satisfied with WBI and CI.
However, WBI and CI were equally effective for teaching declarative
knowledge when the same instructional methods were used to deliver both
WBI and CI, suggesting media effects are spurious and supporting Clark's
(1983, 1994) theory."