Abstract
Attendance in class is essential for student success! How many times have we said this to our students, with the belief that we were right? However, is this really a valid statement? Is there actually evidence to support this, and is attendance at class the only marker for engagement that is at our disposal as educators? This chapter reviews what is known about attendance and student engagement. It argues that the central dogma of attendance being critical for student success is not always valid and that access to additional resources such as lecture capture can also be a predictor of success. We discuss the impact of lecture capture availability on attendance and performance and how this can provide a more inclusive learning environment, allowing students who cannot attend class the potential to succeed. The key message is that the value of in-class attendance or lecture capture as markers of engagement really depends on the type of course being delivered, the learning outcomes for that course, and how these are being assessed. This means that, as educators, it is critical that we evaluate the literature to make informed decisions on what are valid engagement markers for our own students. The chapter finishes with a consideration of what engagement might look like in the new normal of the COVID-19 pandemic.
This chapter and Chap. 12 in this volume are meant to be read together as part of a debate on the topic of whether lecture attendance is a determinant of student performance and learning in the era of lecture capture recording.
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Robson, L., Kauffman, C.A. (2022). Attendance Debate Part 1. Attendance and Performance: A New Landscape in the Era of Online Teaching. In: Witchel, H.J., Lee, M.W. (eds) Technologies in Biomedical and Life Sciences Education. Methods in Physiology. Springer, Cham. https://doi.org/10.1007/978-3-030-95633-2_11
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