Learning and teaching methods at universities are under a constant review process as long as students' goals and profiles are continuously changing. In the recent years, several pragmatic teaching approaches have been proposed aimed at enhancing the global learning process (i.e., learning by doing). Apparently, these novel learning techniques are against the classic master-class teaching model since they foster students participation and interaction during the class. Although several successful Computer Engineering case studies are described in the literature, very few negative experiences have been published, which seems to guarantee the effectiveness of such learning methods. However, several informal dissatisfactions concerning these teaching approaches-from both student and teacher sides-are arising in day-to-day classrooms. This paper presents a critical and constructive point of view concerning these learning models based on the experiences collected from different Computer Engineering teaching scenarios. Actually, it details different landscapes where they have been used and points out the most relevant issues to finally propose a set of recommendations to improve its application.