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| Main Author: | |
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| Format: | Preprint |
| Published: |
2025
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| Subjects: | |
| Online Access: | https://arxiv.org/abs/2505.02770 |
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| _version_ | 1866912361491726336 |
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| author | Azimi, Sepinoud |
| author_facet | Azimi, Sepinoud |
| contents | 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. |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2505_02770 |
| institution | arXiv |
| publishDate | 2025 |
| record_format | arxiv |
| spellingShingle | Teaching the social media generation: rethinking learning without sacrificing quality Azimi, Sepinoud Computers and Society 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. |
| title | Teaching the social media generation: rethinking learning without sacrificing quality |
| topic | Computers and Society |
| url | https://arxiv.org/abs/2505.02770 |