Dropping lectures actually boosts comprehension!

"A study by Nobelist Carl Wieman published in Science Magazine in 2011, for instance, found that dropping the lecture component in introductory physics and using an interactive, peer-focused approach boosted comprehension by 20%. Students read the material ahead of time, come to class with questions about what they don’t understand, and the students teach each other under the guidance of the professor."

This is very consistent with what David Boud says about the lack of sustainability in current models which encourage students to become dependent.

Read more:

http://www.bigthink.com/ideas/42161