Teaching the social media generation: rethinking learning without sacrificing quality

TL;DR

This study redesigns a first-year technical course to align with social media habits, using blended learning strategies that improve attendance and pass rates without compromising academic standards.

Contribution

It introduces a blended learning approach tailored for social media-savvy students, integrating short videos, teamwork, and real-time feedback to enhance engagement and learning outcomes.

Findings

Attendance increased by nearly 50%

All regularly attending students passed the exam

Students valued in-person sessions for understanding

Abstract

The rise of social media and AI tools has reshaped how students engage with learning, process information, and build trust in educational content. This generation prefers short, visual materials and fast feedback but often struggles with focus, critical thinking, and deep learning. Educators face the challenge of adapting teaching methods to these habits without lowering academic standards. This study presents a blended learning redesign of a first-year technical course at a Dutch university. Key features included short whiteboard videos before class, hands-on teamwork during class, narrative-style handouts to reinforce learning, in-class draft assignments without AI, and weekly anonymous feedback to adjust in real time. The results were promising: attendance increased by nearly 50%, and none of the regularly attending students failed the exam. Students found the videos useful but emphasized that in-person sessions were essential for understanding the material. While some resisted the shift in expectations, most appreciated the structure, clarity, and opportunities for active learning. This case suggests that combining digital familiarity with clear expectations and active support can help meet students where they are, while still challenging them to grow.