Many of us in the professoriate (myself for 30 years now) realized this problem long ago and decided to address it. Students in content-oriented classes in particular (and that means STEM education) have increasingly put the responsibility on the talking head in front of the classroom to tell them everything they are supposed to know. Clearly, this shift of responsibility was to save the student the sheer time of work outside of class (homework = the work that a student is to do at home)and cater to illusions of just how effortless a "good" teacher could make learning, rather than its opposite, namely, that good teachers are those who know how to put students to work.

Many faculty were and are more than willing to comply with student demands for a variety of reasons, not the least being student opinion surveys that have shifted responsibility onto the faculty members with no mention on the surveys of the responsibility required or time spent by the student outside of class. This conspicuous absence of mention of the time spent outside of class studying or of the sweat equity required by the student in mastering the course content was a sign to many of us, as were comments, I follow your lectures just fine but do poorly on your exams. Coupled with fads such as "just in time learning" where on-the-spot teaching supposedly could address everything a student could or was to know, traditional guidelines such as "two hours out of class for every hour in class" gradually disappeared from university catalogs and regents policy manuals with nothing to replace them other than pleasing the customer as the sine qua non of good teaching.

Some of us smartened up and learned to structure our courses in such a way that the student had no choice under class policy but to study out of class. I myself found that the only way to force/create this necessary precondition to foster student learning was to cease lecturing altogether, however much I missed it and the good students (5% of the class) may suffer from it. My method has been previously described: http://chronicle.com/blogs/profhacker/learning-centered-pedagogy/25052.

I do not consider it to be collaborative learning, and prefer to call it text-centered learning. It contains elements of individual responsibility first, coupled with collective forgiveness yet intellectual processing second and it does require more work of myself as well as that of my students than would lecturing alone. There are, after all, collaborative learning techniques that require student accountability, and then the mishmash type which do not. It is not merely because the population is rising and more more students are going to college that has created this state-subsidized largesse. It is rather administrations, faculty, and their students together which have tacitly agreed to it, a pact made and strengthened gradually over time with accomplices who fell down on their responsibilities, a pact which has secured the demise of requisite functions and expectations which alone must assure solid educations. In short it is an ethical problem created by players all of whom have short-circuited traditional ethical principles in the name of "innovation" and catering to the lowest and laziest aspects of the human condition. We once held to the principle "you get out of it what you put into it." In a credit economy the rule "buy now, and pay (with all the negative meanings of that word) later" is finally coming to roost in ways that if they were anticipated, were all the more denied. Having sown to the wind we now reap the whirlwind. Yes, we now have a "structural deficit" nationwide in education and not merely in the economic sense.

I look forward to reading this book.

This is a quote from a comment of a review of the book "Academically Adrift". Source