DSs experience was of huge compulsory lectures in the first year (Econ 101 at LSE) as students acquired key knowledge and more technical subjects in Yr 2 still with fairly large numbers. Yr 3 was the chance to use that knowledge with a large range of courses sometimes in surprisingly small groups, often shared with Masters students, and often taught by genuine experts in their field. (Not all of whom were great teachers😊.)
Classes were odd in that DS had come from an academic private school where in sixth form questions were encouraged. Other students, including those from Asia, were less used to student participation so sat in silence. DS started to use office hours to clarify things he did not fully understand, but he was about the only one. It worked to his advantage as academics got to know him and actively supported him when he came to apply for a PhD.
DD, who took the third year of an engineering degree as an intercalation from her medicine degree, similarly enjoyed quite specialist options taught by experts with a mix of UG and Masters students. Smaller labs so they did not have access during lockdown but staff were supportive. The only RampantIvy-type problem was that the person leading one course was on sabbatical and the person drafted in was insufficiently familiar with the content. Someone who had taken the course the year before kindly came to the rescue of the small number of floundering medics and volunteered to give them a couple of tutorial sessions. The course leadership was generally very good so without lockdown this might have been addressed earlier.
A friend once shared that her first year state-school educated daughter was struggling with writing University-level academic essays. When I suggested she use office hours, my friend said that the DD would see this as akin to knocking on the school staff room door at lunchtime, something she would never dare to do. She was eventually persuaded that most academics are only too happy to see bright engaged students during office hours. The DD went on to get a first then a Masters and a PhD.
On-line recorded lectures were a real boon to dyslexic DD, who was not good at note taking, and especially on a degree which involved placements. Much easier to rewatch a lecture than to read a book. But by then she was expert in how she learned and so had refined her study skills to include paying full attention in class and using her strong memory rather than rely on last minute cramming. (Binge watching a whole course a few days before an exam, possibly as double speed, was a thing...and not advised.) On line lectures were not available when DS was an undergraduate, so instead for more technical lectures he would prepare in advance and then go back over the lecture content after the lecture. He too would have enjoyed the chance to rewatch lectures.
Universities do not get everything right, and different courses will be best taught (and examined) in different ways. I wonder to what extent the problem is around student expectation. University is not school. As in the workplace where bosses prefer staff to come to them with a proposed solution as well as a problem, University is about taking ownership of your learning. Degree classification may get you a job, but it is the self-starting, problem solving, analytical or technical skills that you gain at University that will help you progress.
(FWIW dyslexic DD chose not to apply to Oxbridge. The idea of having to write regular essays was a complete turn off. Different students will thrive in different environments. The onus should be on them to choose the approach that suits them.)