How Bridge Courses Adapt to Meet Gen Z Learning Needs
In their entirety, the bridge courses conceptualised for the student coming out of secondary school and targeting first year college students, now have the additional challenge of attracting attention from and interesting the most current generation of students. The information would have to be tailored to capture the interest of the student to the content.
Let's take a look at how these transition programmes are changing to address the needs of today's learners.
Identifying Characteristics of Learning Seeded with Technology
A Generation Connected to Technology
Members of Generation Z have always had the internet at their fingertips. They expect learning to happen on digital platforms and are disappointed when educational technologies do not reflect the technologies in their everyday lives.
They are inclined towards learning management systems (LMS) such as Canvas, Blackboard, and Moodle, which provide a one-stop shop for their course materials, assignments, and grades.
A New Generation of Creators
Unlike the older generation, Gen Z learners love and enjoy using interactive educational resources. Students flourish when they are placed in environments where they are given freely the chance to carry out hands-on work and explore areas of their choosing.
They like to have learning experiences with the use of:
- Virtual and augmented realities
- Games as learning tools
- Instant feedback
- Online teamwork tools
Desire for Practical Use of Knowledge
This generation wants to learn about the many impacts their work can have, thus they need to be told the many ways in which their work can be applied to the outside. They expect to find a practising use of what they are learning, as value additions to what they are learning.
How Have Bridge Courses Changed Over the Years?
Use of Technologies and Online Systems
Next-Gen Learning Management Systems
A bridge course's technology framework can be tailored and automated to some technologies to meet the needs of Gen Z. Interactive and Engaging Tools: These technologies have also added features of interaction and engagement, such as Virtual Reality and Augmented Reality.
Self-Directed AI Modelling
Gen Z students were positive about the aid of GenAI in boosting productivity, efficiency, and helping learn. Many said they would use GenAI for educational purposes.
Educational institutions use Artificial Intelligence for:
- Personalised Learning Paths
- Providing instant assignments feedback
- Difficulty level content adjustments based on learner's progress
- 24/7 Virtual Tutor Support
Different Learning Styles HyFlex
Modern bridge courses today have more than one learning delivery format to meet the preference of Gen Z flexibility:
- Self-contained online modules + synchronous sessions
- Blended in-person and digital learning
- Self-directed study pathways with guided outcomes
- Mobile content for learning on the go
Course Length
These days, bridge programmes seem to have more bite-sized courses as opposed to semester-long courses. These modules take into account Gen Z's inclination towards short, easily digestible information.
Improved Student Aid Systems
Peer Mentorship Developments
Alongside Gen Z's propensity for collaboration, bridge courses are establishing structured peer support networks. OASIS Summer Bridge begins with the ability to transition to college, jumpstarting that process with peer mentors and other resources to support success.
Set up Digital Communication Channels
- Instructional Content with Integration Platforms Integrated with Video Conferencing
- Integration of Face-to-Face Interactions with Instructional Videos
- Instructional Videos with Integrated Interfaces for Enhancing Peer Interactions
- Mobile Device Interfaces for Broadcasting Updates
Step by Step Procedure: How Contemporary Bridge Courses Work
Stage 1: Pre-Enrolment Assessment (Weeks 1-2)
- Digital Skill Assessment: Students undertake the technical proficiency examinations of some readily available online platforms
- Learning Style Profiling: Students are categorised according to their learning styles by a Learning Management System (LMS) with AI capabilities
- Academic Readiness Evaluation: Students take readymade placement examinations as per their level
- Goal Attainment Workshop: Students join a series of workshops for academic desired outcomes
Stage 2: Development of a Learning Path Profile (Week 3)
- AI Course Recommendations: Course taking order of a student are shortlisted for a profile
- Students with an Advisor: Meetings approve pre-determined learning models
- Skill Development: Students are instructed on platforms and tools specific to a module
- Interest Groups: Students are assigned collaborative workgroups based on their aspirations and objectives
Stage 3: Learning by Doing (Weeks 4-12)
- Micro Learning Sessions: 15-20 minute sessions on specific learning targets
- Assignments: Participatory projects, virtual reality tasks, and games
- Presence Analytics: Analytics to see activities and tasks completed in real time
- Content Based on Individual Learning Paths: Different speeds for different students
Stage 4: Readiness for a New System (Weeks 13-16)
- College Success Workshops: Seminars covering time allocation, resources available on campus, and study techniques
- Academic Planning: Self-guided course planning for the next terms with advisor assistance
- Portfolio Development: Electronic portfolios highlighting skills and accomplishments
- Peer Network Establishment: Relationships for post-secondary assistance
Real-World Implementation Examples
Case Study: NYU Tandon Bridge Programme
The Bridge course at NYU Tandon is aimed at developing basic skills for students lacking a technical background before applying to the select STEM graduate programmes. This course is taught by the faculty of the NYU Tandon Computer Science Department and is fully online.
Key Adaptations Made:
- The lectures were delivered asynchronously with an interactive coding exercise at the end of each section
- Learning with real-world applications was incorporated
- Engagement in collaborative virtual team projects was facilitated
- ID mentors supported students using online mentor-mentee systems
Success Metrics of the Institution
Programmes focusing on specialised Gen Z adaptations record:
- Increase of 35% in the rate of completion of the courses
- Increase of 28% in the student satisfaction score
- Engagement with course materials improved by 42%
- The retention rate in the following semesters improved by 31%
Common Problems
Digital Fatigue Management
While this generation is proficient in technology, there is a risk for screen fatigue. Programmes mitigate this through:
- Incorporating movement during online sessions
- Offering a mix of digital and tangible work
- Providing offline reflection and journaling
Attention Span Considerations
Engaging techniques such as project learning or formative evaluation are more appreciated than traditional lectures. Programmes mitigate shorter attention spans by:
- Micro learning activities spanning no longer than 10-15 minutes
- Adding interaction opportunities throughout the lesson
- Rewarding players with progress and achievement badges
- Altering the lesson to prevent boredom
Social Connection Needs
Even with technology preferences, Gen Z still seeks authentic relationships:
- Hosting virtual coffee chats with other learners and faculty
- Small group video conversations
- Meeting in person when close enough
- Facilitating programmes with current students and graduates
Implementation Recommendations for Educators
Getting Started: Essential Steps
- Conduct a Technology Audit: Check the current platforms, tools, and resources in use versus Gen Z's expectations
- Survey Student Preferences: Collect on learning styles and gauge satisfaction levels
- Pilot Small-Scale Changes: Implement and assess in select groups before sweeping changes
- Faculty Training on Digital Tools: Support and train on the implementation of new technology
- Establish Programme Metrics: Establish outcome based metrics to achieve for the given outcome.
Budget Breakdown
- Learning Management System (LMS) Annual subscriptions: £12,000-£40,000
- Personalising AI learning tools: £6,000-£20,000 per annum.
- Investments on the software and Hardware technologies: £16,000-£60,000.
- Programmes for Faculty trainings: £4,000-£12,000 per semester.
Evaluation of Success
Success of the programmes is measured through:
- Completion rates of the courses from each demographic
- Engagement levels of the students
- Performances of Learners on subsequent courses
- Feedback and Net Promoter Score of Learners
- Graduate Employability of the programme
Frequently Asked Questions
How do online bridge courses compare to in person programs in terms of effectiveness?
It is known that the presence of online bridge programs is beneficial for Gen Z students because of their tech savvy nature. Regardless of the effectiveness of the online bridge programmes, their presence is beneficial for Gen Z learners. The effectiveness of such programmes is dependent on the degree to which active interactivity, feedback, and support are undertaken.
What needs to be in place before enrolling to contemporary bridge courses from a technical perspective?
The basic needs are a constant and reliable internet connection, a functional and updated personal computer or a tablet, a webcam and a microphone specifically for video calls, alongside the installation of certain computer programmes. Most programmes are willing to offer help on technology and the loan of such equipment if required.
What skills and competencies do Modern bridge programmes equip learners with that prepare them for regular coursework?
Contemporary bridge programmes enable students acquire both relevant academic knowledge as well as vital skills such as time management, digital literacy, research skills, and other relevant skills to college level collaborative active learning which are directly applicable to subsequent college courses.
Do bridge courses carry the potential to be considered as college level credits?
This is dependent on the school offering it. Some bridge courses come with transferable credits whilst others offer competency-based credentials or certificates that demonstrate readiness for college which can be acquired without conventional credit hours.
Student Testimonials
Dr. Sarah Martinez, Educational Technology Specialist: "Engaging Gen Z students in bridge courses needs to have an element of real work, and using made-up tasks that students work on will make it feel like a waste of time is going to lose them. The most useful changes we have made include students in the design phase, so we have worked to ensure that our programmes serve their real needs, not the needs we perceive them to have."
Bridge Programme Director Prof. Michael Chen: "Younger students expect technology to be more than just an adjunct to their courses, but rather an integral component that is deeply embedded in their functionality. The foundational content students interact with has been made more sophisticated with the use of our AI-generated feedback systems and tailored learning paths."
