It really depends on the topic. I guess with every class you need to find the balance, and it's ok to ask your students in the beginning (or throughout) what they need explained and what is clear.
If you cannot do that, e.g. online teaching makes it a bit harder to read their expressions and often also means that fewer people respond, make sure to explain all concepts that are needed for the basic understanding of the central topics. To not sound like you think they know nothing, you can try and say something along the lines of "as you probably know/may have learned in high school ... "
I real-life classes I find that engaging with the students is the best way of gauging how much they get and where their insecurities may lie. You can do that in conversation much better than by talking down to them. It feels like you're guiding them through a new topic using their knowledge and building new knowledge. This may also lead to better results because their knowledge is expanding in a network.
I feel like spoon feeding is different and students hatred of it revolves around something else. Based on my own undergrad experience, there were a few lecturers who would just give us factoid after factoid and explanation after explanation but I never felt like I got an understanding of the topic as a whole. Better lecturers, on the other hand, would give you a feel for the whole topic and individual classes would call back to each other. We would build upon previously discussed topics and they would link up in complex ways. So, as we progressed, our way of thinking about the topic also had to become more complex and less straight-forward.
This is hard to explain and a very large topic. I hope, some of theses thoughts help.