That said, I've personally experienced great teaching supplemented by great lectures, and I've not personally experienced great active learning.
I studied computer science and philosophy undergrad. I had great professors and not-so-great professors in each. The excellent ones had excellent lectures that I still think back on today, years later. Plus, as a typical programming auto-didact, I learn a ton from recorded lectures/talks on YouTube and similar channels. I wouldn't trade these resources for the world. I can remember a handful of classes that had more of a group/collaborative feel to them. I don't think I'd describe any of them, in retrospect, as "successful" classes.
I remember one, in particular -- an algorithms class -- where the professor had just done a long sabbatical in Japan and was trying to cargo cult the group/collaborative learning techniques he witnessed there in his algorithms class, yielding hilarious (and definitely not effective) results. That was the one class where I had to pull an all-nighter at the library, cramming from Sedgewick's "Algorithms" textbook (which wasn't assigned by the professor, but every student had passed around as the right way to learn this stuff) and the odd Wikipedia page. All this effort to pass the final exam -- because I felt like I had spent an entire semester witnessing an educational experiment, rather than learning anything.
I imagine many people are in the same boat as me in terms of their experience levels here. Lots of experience with successful lectures, very little experience with successful group learning environments. Certainly, lots of experience with good and bad teaching all-around, where "style" doesn't seem to be the critical issue.
I am afraid too many of these institution-wide shifts to "active learning" are being made on little more than well-intentioned hopeful faith.