The problem isn't lectures. I am taking two mathematics courses this semester that are taught primarily by lecture - Linear Algebra and Discrete Math. Sitting through the Discrete Math lecture would give anyone the impression that lectures are a horrible way to teach - the professor is largely disengaged and just runs through his lecture notes, most of which are already in the textbooks. Homework is the traditional "go do these hundred problems from the textbook" affair.
The Linear Algebra lecture, on the other hand, is what lectures should be. Dr. Hong (who I am naming because he is awesome) is engaged with the class. He answers everyone's questions, and will call you out if you aren't paying attention. And more importantly, he always thoroughly explains the process and makes sure you understand it (and for all the matrix operations we have learned so far, he also makes sure you understand how to generalize it to larger matrices) before you walk out of the classroom.
Then, the homework is optional (though he does joke about killing you if you don't do it.) The goal of the homework in this case isn't to help you understand the material...that's what the lectures are for. He gives homework so students can become efficient at the process after they understand it.
So I don't think it's the lecture/homework model that's really broken here. A disinterested instructor will kill the course no matter whether you're lecturing in a classroom and doing problems at home, or lecturing on the Internet and doing problems during class. What's broken is that lecturers don't focus enough on the process and the concepts, instead running through multiple examples and hoping the students pick something up along the way.
(At least, for mathematics. I'm not sure how well this teaching style would translate to other disciplines such as history, composition, or even biology.)
The Linear Algebra lecture, on the other hand, is what lectures should be. Dr. Hong (who I am naming because he is awesome) is engaged with the class. He answers everyone's questions, and will call you out if you aren't paying attention. And more importantly, he always thoroughly explains the process and makes sure you understand it (and for all the matrix operations we have learned so far, he also makes sure you understand how to generalize it to larger matrices) before you walk out of the classroom.
Then, the homework is optional (though he does joke about killing you if you don't do it.) The goal of the homework in this case isn't to help you understand the material...that's what the lectures are for. He gives homework so students can become efficient at the process after they understand it.
So I don't think it's the lecture/homework model that's really broken here. A disinterested instructor will kill the course no matter whether you're lecturing in a classroom and doing problems at home, or lecturing on the Internet and doing problems during class. What's broken is that lecturers don't focus enough on the process and the concepts, instead running through multiple examples and hoping the students pick something up along the way.
(At least, for mathematics. I'm not sure how well this teaching style would translate to other disciplines such as history, composition, or even biology.)