This whole thread is really perceptive, but I think this is the key point - pedagogical strategies that are supposed to *replicate* work students are already doing are actually producing much *more* work for them, or at least more rigorous workhttps://twitter.com/Jodyji/status/1329836073799696384 …
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The ideal structure, for instance, for a history course would pretty clearly have not a lot of tests, but lots of readings, which would be discussed and probably quizzed (for engagement), combined with papers to practice formal argumentation.
But that is a massively instructor-time-heavy class structure and the resources are simply not made available outside of the most super-elite institutions (and often, not even there) to actually DO that.
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So, you know... Gaze on my field of Good Answers. See how it is barren.
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To be clear, that isn't entirely a 'damn The Man' answer either. Even if we didn't have all of the problems with university funding I've discussed at length, we'd *still* run into affordability/availability problems trying to provide that ideal instruction.
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