All courses require some "lower level" learning, i.e., comprehending and remembering basic information and concepts. But many courses never get beyond this. Examples of "higher level learning" include problem solving, decision making, critical thinking, and creative thinking.

Some learning will be "passive", i.e., reading and listening. But "higher level learning," almost by definition, requires active learning. One learns to solve problems by solving problems; one learns to think critically by thinking critically; etc.

Higher level learning and active learning require frequent and immediate feedback for students to know whether they are "doing it" correctly.

"Frequent" means weekly or daily; feedback consisting of "two mid-terms and a final" is not sufficient.

"Immediate" means during the same class if possible, or at the next class session.

Any course needs a variety of forms of learning (e.g., lectures, discussions, small groups, writing, etc.), both to support different kinds of learning goals and different learning styles. But these various learning activities also need to be structured in a sequence such that earlier classes lay the foundation for complex and higher level learning tasks in later classes.

Even when students feel they are learning something significant, they are unhappy if their grade does not reflect this. The grading system should be objective, reliable, based on learning, flexible, and communicated in writing.