Question 34

34. Is this typical for similar classes at your institutions?

Do you think that any substantial differences, either positive or negative, could have been related to the globally networked nature of the course?


Outside family and work pressures are usually the reason students drop courses at NU.  This student’s dropping was atypical for her.  It was not related to anything having to do with the globally networked nature of the course, which actually inspired a commendable level of commitment from all the students aside from the drop.

Students were attracted to the novelty of developing a script with a stranger from another country. There was an element of chance in success of the partnerships; however there was also considerable support and encouragement from Burton and Napoli when differences of opinion arose within pairs. This process of working through differences and finding compromise is obviously a central plank in the construction of cross-cultural learning. Thus the excitement stemming initially from the novelty and ultimately from the quality of input from all participants was no doubt a significant factor in retention. The oppositional force of the high workload and short turnaround time did create some challenges for students with other commitments, but did not overshadow the positives.

At UTEP this is not typical, the drop-out rate is higher in other classes and I definitely think that globally networked nature of the course had a lot to do with it.  Once the class started and the students became aware of how it was going to function, they were comfortable, and attentive.

At VU the dropout rates are the result of extraneous factors. Difficulties at home or financial constraints do matter. Students often juggle paid employment, the demands of family and study. However, it is rare for a student to drop out of the GLC.  Those who have were for the above reasons.

Attrition and drop rates in performance classes are low compared to the drop rates in other types of classes, in my experience. (I also teach a traditional lecture style survey class in Humanities, so I see how students relate to both types of classes.)  I do not think the globally networked nature of this course had any bearing on the drop rate. Students were as engaged as they usually are, and perhaps slightly more so because of the opportunity to connect to a class in another country.  I believe that the technical problems we experienced and the schedule differences (especially college breaks) caused some CCC students to become slightly discouraged with the collaboration at the end of the course.

If dropouts are to occur they usually happen at the end of the year rather than at the mid-point, so the collaboration, which was completed by the end of semester 1, would have had no bearing on any drop rates.

If anything, I believe the globally networked nature of the course gives students reason to stick with a course. I’m sensing the same thing in my second collaboration. (CCC)

This is typical for students enrolled in UB’s Bachelor Degree in English.

No, this was an atypical exercise for the UVIC cohort and for Dr. Aragon. The cross-border collaboration also was atypical for ESC students and Dr. Gupta-Carlson.

ACMT and RIT dropout (withdrawal) rate was typical for this course.

Had this course continued, this would have had a very positive outcome on both campuses.  In fact, we are working to successfully implement another GNLE course. 

Clarke: Lack of drop-outs was typical for the TTU seminar: American graduate students at public universities have their stipends factored into their enrollments, so they drop out of seminars only under exceptional duress.

Vanderbeke: In contrast, in Germany there is on average a 30% drop-out rate - students do not have to pay tuition and so they enroll in far more courses than they need and then drop out of some. For this class I had told them that some special commitment was required, but then I did not have the feeling that any considered dropping out anyway.

The 7 students at Swat were and stayed - for the most part - very committed to this pedagogical  experiment

The workload at Ashesi seemed to be a problem as well as the interdisciplinary humanities methodology in a very science-and engineering-heavy learning environment

This is fairly typical at UWM. Though most students complete the courses for which they have registered, some do leave the course for various reasons.

No. Usually, there are at least one or two students who drop out from the course. Maybe, yes it is also due to the nature of this globally networked course, because in this type of class, students' positive participation is indispensable. They cannot be passive in the class.

Both Dr. Moore and Dr. Hartwiger tried to notify students in advance of the globally networked component of the courses the minimal turnover was normal.

Dropouts are more typical in larger undergrad classes at UC, but students in the UC course were looking forward to the collaboration as a particular incentive to remain in course.

This was a carefully selected group for this pilot project.  Not typical of the department undergraduate majors.  Most of the students are Atlantis scholars (past and present).

This was typical for a George Mason course.

This was atypical for an HSE course.

In my (Meredith’s) courses, I typically have a low withdrawal rate. A typical course would see 0 or 1 student withdraw. 

For me, (Mira), the positive effect was that Russian students did feel more responsibility and obligation before their international partners. And I did ‘exploit’ this stressing that their class must look good and act responsibly.

UNISA: No. Negative impact included: 1. Challenges with broadband internet. Students experienced challenges in online participation due to limited broadband internet access (poor connections).2. Different time zones proved to be problematic. Synchronous activities for Unisa students fell during the later afternoon/early evening time period.

NCCU: Yes, students enrolled in distance education courses usually remain for the duration of the course.

RAMA: only very few comparable courses - drop-out rate higher than in ordinary courses

I do not think the globally connected nature of the course affected the number of TTU students who dropped.


ULPGC : Yes, this is quite normal. Furthermore the rate of dropout in this course was less important than the average percentage in required courses where attendance is part of the requirement.

A very small percentage of students drops out of regular classes but this time students were carefully selected so it is not surprising not to have any dropouts.