I make a strict distinction between attendance and participation. By moving to more learner-centered activities during "lecture" time, student responsibility is shifted from merely being there to contributing to the experience. This can be as simple as participating in polling via personal response devices, but a more effective strategy would be peer-learning activities involving collaborative problem solving. So, regarding your liberal vs. conservative view dilemma, I think if an instructor requires attendance, part of the instructor's responsibility is to provide students with a learning experience they cannot find outside of class. If the requirement is for participation rather than mere attendance, students can still choose not to attend at the expense of not being able to participate. Of course, instructors would need to make necessary participation accommodations for students with valid reasons for unavoidable absences.

Obviously, the qualities of students, of the of the learning environment and the teacher would have something to do with this matter. By experience, it is dangerous to assume that students are extremely mature or immature; that the learning environment is always attractive to the students and that the teachers are always motivating. I believe that the decision on this matter must be based on such qualifications, which could be generated through a study.

I make a strict distinction between attendance and participation. By moving to more learner-centered activities during "lecture" time, student responsibility is shifted from merely being there to contributing to the experience. This can be as simple as participating in polling via personal response devices, but a more effective strategy would be peer-learning activities involving collaborative problem solving. So, regarding your liberal vs. conservative view dilemma, I think if an instructor requires attendance, part of the instructor's responsibility is to provide students with a learning experience they cannot find outside of class. If the requirement is for participation rather than mere attendance, students can still choose not to attend at the expense of not being able to participate. Of course, instructors would need to make necessary participation accommodations for students with valid reasons for unavoidable absences.

Hi Talal,

In my opinion you as an instructor have the responsibility to offer the best possible support. If students do not accept it, it's their responsibility.

After urging to attend (10 out of 13) for many years I was able to switch to offering my support in a comfortable training environment. I like it much more and students do as well. It's a much better experience for both and - the learning outcome is better, too.

So if you do not have to ask for attendance don't do it. And don't use exams for "revenge on absents", please.

Wish you success with your teaching!

Hi Birgid

I agree that exams must not be used as 'tools for revenge on absents'. This is not a proper mentality in a campus, and serves little educational purpose, if any.

Hi Jason

I liked your comment. I agree that in a participation oriented teaching, advantages conveyed by attendance would make absence costly to students in terms of learning. It is then up to them to decide.

The problem is that many instructors force students to attend because otherwise they may end up with no audience!

Hi Eddie

Yes it is dangerous to assume that students are extremely mature or immature and this is why the problem arises. But it is also a fact that many universities adopt across-the-board policies regarding attendance.

taking attendance  could be an instrument of pressure, intimidation, and imposing restrictions on students to have to attend probably some event or listen to sb they most abhor.