[zardeh]

>You can find the syllabus for Isbell's class and follow along

To be fair, most of Isbell's course (lectures) is also available on Udacity.

>If you have to teach the material to yourself, how is your experience improved by being in the class?

There are a couple advantages. One of the most obvious is the lower latency of responses when you have confusion or misunderstanding. In a lecture, you can ask a question and get an answer almost immediately. This is most useful (imo) with algorithms and mathematical concepts, because you can ask, and lecturers are often quick to provide insight, into the interrelationships between algorithms (both in Machine learning and in a more theoretical sense like computability). There are topics that come up a lot, and being able to have instant feedback on those connections allows you to spend less time misunderstanding than not.

That alone is a fairly weak justification, I think the stronger one is feedback in general. Watching lectures only gets you so far. With implementation of algorithms, often your feedback is testable correctness (although my experience in DS&A suggests that most people are capable of constructing incredibly incorrect models for things that perform well on some input, and even on decent autograders), but with things like machine learning algs and intuition about those algorithms, you can't get that. So the feedback that yes, your understanding is correct (even if that feedback is slow) is invaluable. In that regard I think online courses and MOOCs can be good, but MOOCs that don't provide feedback aren't as valuable. I've attended a lot of lectures, and I've ignored a lot of lectures. Listening to someone say something does not mean one has learned it.

I'd also note that, if I recall, the way that Isbell approaches teaching the material, vs. the way the textbook does are very different. Textbooks are (often) references. They provide information on what something is and how it works theoretically, but very often lecturers are able to provide the kinds of things that aren't (and shouldn't?) be in textbooks.

If I'm reading a textbook, its very likely that I want to know how to implement an algorithm, so I care that the algorithm for simulated annealing says that you jump with probability e^(D/T) > Rand[0,1]. Whereas in a lecture, I'm likely much more interested in the idea that simulated annealing is conceptually very similar to throwing a ping-pong ball into a large complex, convex plastic surface and seeing where it lands.

[throwawayGT]

My criticism is precisely that feedback was lacking. The assignments were only graded on submission - there was no feedback there (likely because every student worked with different data so going in-depth would have required the grad student TAs to spend too much time per student digging in).

I don't agree that feedback during lecture is valuable or low-latency as you say - not with 100 students attending. It might work to ask a clarifying question here and there, but again - you're only in a position to take advantage of that if you're already comfortable with the material and are generally keeping up.

Books are different than lectures, sure, but I don't think there's much difference between attending a lecture with 100 students, or watching one online. Indeed many people claim the online way is better, since you can rewind and skip around, pause and lookup references, etc...