Findings suggest that attitudes toward attendance vary across roles and age cohorts. Students are more likely to favor flexibility and self-directed learning, while faculty and administrators continue to emphasize face-to-face engagement. Qualitative responses suggest that rigid attendance policies may not align with students' perceived learning needs. These findings underscore the importance of student-reported drivers of attendance, such as instructional quality, classroom engagement, and opportunities for autonomy.
Chan et al. (Fri,) studied this question.
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