>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