I think we've yet to stumble upon a form that combines these three actions into one medium. Perhaps AI-guided doing (in simulation) will be the way.
Maybe if you're stuck in a classroom with unmotivated people, or your classmates are much slower than you, or the class is huge and your teacher doesn't give a shit about teaching. But in the absence of a severe case of some incidental problem like that, I've found the opposite to be true.
Besides that, a lot of classes are centered primarily on learning by oneself anyway. Many of my favorite classes in college were simply too fast-paced to allow students to rely on lecture time to pick up the material. Most of the learning was driven by out-of-class study, while lecture time was essentially used (along with office hours) as a chance to ask questions and catch up. In those classes I had the dual pleasures of exploring the material in solitude and testing my understanding with others who likewise were exploring the same wonders (and sometimes struggling with them) for the first time. It was great!
Admittedly, I was generally extremely unhappy in high school, and even in college I often felt frustrated with the arbitrariness of assignments and grades. But for me, as studying with others, especially people who were smart and passionate, was one of the best parts of both. (Generally, college was better due to a greater sense of freedom and (eventually) classes that were much more challenging in a way that felt meaningful.)
Wasted time.
Yeah the class composition probably matters, I wish a universe where what you described make sense.
For me it was the noise. Also, being in a UK 'comprehensive' (state school) meant mixing with people from families with varying work ethics and it pained me trying to understand why other kids motivations, even other adults' motivations, were often very different to mine and what I had been brought up with at home.
Fwiw, I went to a state school as well (in the US). But by the time I was at the university, I already had a two-year degree, and all of my general education requirements were already fulfilled. So my first few years in college had the benefits of very small class sizes and a genuinely diverse student body (i.e., students of all ages from high school students doing dual-enrollment to retirees pursuing 'continuing education', students who were parents, students who were military veterans, students who had had already had careers in trades, students who were working full time, etc.), plus they were (mostly! some of the science and math classes were genuinely demanding, being taught either by passionate teachers or for supplemental income by university instructors who didn't want to bore themselves create extra work by dumbing down their curricula) easy enough that I had a ton of free time.
And then the last few years of it were comprised entirely of upper-division electives, except for a couple of major-specific requirements that the university refused to transfer from the community college. It was still a lot of classes, since I ended up doing a double degree (and part of an accelerated masters program that I ditched come graduation time), but basically all of those classes were (a) in my specialties of interest and (b) my choice. Those class sizes were mostly pretty small too, though some of my computer science classes were still huge (100+ students).
I've myself had work habits that were/are largely mysterious to me. But at any rate, by the time I got (back) to the university, my classes were all advanced enough that the vast majority of students in them were committed to their subjects (or else they were experienced enough to know they should drop the uninteresting class in the first week and take something better for them instead).