>Paul
I can second the motion. Just completed teaching a large class (150
persons) and some of the feedback was astoundingly nasty. In my case the
feedback sessions developed into a group mindset about what was wrong with
the class. And, as in your case, they diagnosed the principal problem as no
lecture = no learning. I never developed an answer and they never bought my
assurances. Obviously they become very frustrated. My sense was that they
need some sort of (experiential?) yardstick to measure their learning over
a "traditional" lecture class, but I'm not sure what that looks like so I'm
hoping you get some useful responses. Just wanted to let you know that I've
experienced the same thing.
good luck
RK
