Changes in higher education are not only technology-driven but even more by societal changes. As generation Y and Z enter the universities, other requirements have to be met, because their learning expectations differ from requirements of former generations. Many scientists highlight the effectivity of new teaching methods especially for higher education. The question is if positive effects are noticeable for the students and the lecturer when a course is restructured. The following article investigates the triggers and requirements and also shows possible structural elements for redesigning a course. The obtained positive effects could be an encouragement for other professors and lecturers to rethink their traditional course structures to increase the motivation of students.