I have learned (hopefully learned!) to only use this style of learning when I am one-on-one with an instructor, and never in a classroom full of peer students.
Even then, not every instructor (or a person who effectively serves as an instructor) can stand this. Here I have to trust my people's judgement and sometimes I do misjudge. I recall one of my colleagues and coworkers with whom I could not maintain a meaningful oral conversation because we would misunderstand each other's verbal styles, however we were able to efficiently converse over email. This is certainly impossible in a classroom.
> "I ... only use this style of learning when I am one-on-one with an instructor"
I have had circumstances where other students have thanked me for being persistent with my questions, and for forcing the instructor to clarify. (This was more common in grad school than undergrad.) So I have a hard time accepting the "just don't use this in a classroom" solution.
I see probing questions as the sole justification of the classroom format. If I'm to merely sit and listen, I'd much rather have either a good text or a recording of a professionally produced lecture to watch at my own pace.
Even then, not every instructor (or a person who effectively serves as an instructor) can stand this. Here I have to trust my people's judgement and sometimes I do misjudge. I recall one of my colleagues and coworkers with whom I could not maintain a meaningful oral conversation because we would misunderstand each other's verbal styles, however we were able to efficiently converse over email. This is certainly impossible in a classroom.