Are students (some at least) resisting flipped learning and favoring lectures?

This writer has seen evidence of this in his own teaching:
http://chronicle.com/blognetwork/castingoutnines/2014/05/05/flipped-learning-skepticism-do-students-want-to-have-lectures/?cid=pm&utm_source=pm&utm_medium=en

So have I.  For instance, a few years ago I taught a course on American ethnic groups.  As a major part of the course, each student had to do two short papers and present their work in front of the class. One involved reading a scholarly article, identifying the thesis, discussing the author's evidence, and critiquing her conclusions.  The second was taking a different scholarly piece, digging into and critiquing its sources and suggesting other data and secondary sources the author might have used to improve the piece.

I recall one student --- a pretty good one --- telling me he would rather have lectures… even though this was a once-weekly three-hour class.  Another wrote on her student evaluation, "I got absolutely nothing out of this class."

Many others were complimentary, some highly so.  A number said that they were well along in their college educations and had never been required to analyze and critique scholarly work like this before.  They said they were grateful. On balance, I felt this was a worthwhile class.  

But I recognize, like the commentator linked above, that the flipped classroom… the guide at your side… is not embraced by all students.  Quite the contrary with some.

Related articles

• Flipped learning skepticism: Is flipped learning just self-teaching?
• The flipped classroom is decadent and depraved.
• "Flipping" the Classroom with Web 2.0 and Social Inquiry
• Turning the tables on flipped classrooms
• An Introduction to Flipped Classrooms