There are several methods in which instructors can reduce attendance drop-off due to releasing course recordings. It is up to the individual course director to develop a philosophy on how to best address the issue of attendance. Some of the more commonly used methods are listed here:

• Unannounced quizzes: Sporadic quizzes or other assessments can encourage students to attend class as they may not know if there will be an assessment that day. If this method is to be implemented, the course syllabus should clearly outline how those points contribute to the course grade, the approximate amount of quizzes, and the points associated with a quiz.
• Grades for participation: Grades for participation are linked to student attendance as they have to be present to participate. There are many variations on how to incorporate participation into the course grade. As with any policy, the syllabus must articulate participation expectations, have an assessment of that expectation and have a description of how participation impacts the course grade.
• Grades for attendance: Much like the ‘grades for participation’, grades can be assigned for simply showing up to class. Several courses have attendance policies which state students are only allowed to miss X amount of classes.
• Limited access to archives: Establishing a course policy where students have limited access to archives either temporally (e.g., students can only have access within 3 days of a given class session) or quantitatively (e.g., a student is allowed to view only 3 course recordings in a given course) can promote attendance. Temporal access allows students to review and update their notes and prevents students from watching all recordings just before the exam. Quantal access allows students to miss classes without feeling they missed material but does not make them dependent on the recordings.
• Increasing active student participation: If students find value in attending either because the information discussed in class is building upon the reading material versus simply repeating the reading material or that students gain something by attending class (e.g., better understanding of material) they are more likely to attend. Students who do not attend class miss class either because they feel their time is better spent somewhere else or they can pass the course without attending.