Personally I hated a lot of "alternative" teaching methods some of my professors tried during my undegrad years. Small "group work" was the most painful, useless time wasting exercise in my academic life. These "peer learning sessions" usually consisted of the smart students doing everything while the dumb or just slower kids sat there. It was times like these when I wondered why I was paying $20k a year to teach myself and have useless students piggyback off my grades.
That being said, I had a lot of equally frustrating classes where the professor did the exact opposite and taught in the classical face-to-blackboard lecture style. I would sit there frantically copying notes for an hour and realize I had no idea what I just listened to, again wondering why I was paying $20k a year to read condensed notes taken directly from a textbook.
The best classes, however, were a mix of these techniques. One class would dedicate about 1/2 to 3/4 of each lecture to slow, explanatory and engaging lecture with the rest of the time being dedicated to class-wide example problem solving. Another class would dedicate an entire lecture or two each week to solving a number of representative problems from the homework as a class, introducing or reinforcing the thought processes needed to go about learning HOW to solve the problems. These professors took the time to engage the students and walk them through the problem solving, not just quickly write down decades old lecture notes with their backs to the students.