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  • Flipping public administration teaching by adoption of online technologies [Elektronski vir]
    Dečman, Mitja, 1972- ; Keržič, Damijana
    As technology advances, we can expect constant changes in the way people live, work, and learn. The digital transformation of private and public sector and society enables and even requires a new way ... of collaborating, communicating, and doing business. Citizens, familiar with digital technologies from their private lives, are demanding the use of such technologies when dealing with public sectors such as social security, healthcare or education. Therefore, current and future public sector employees need adequate digital knowledge and skills, which can be acquired through training or formal education. Education has also changed and adapted to the new digital environment over the last decades. Online learning, blended learning, and other new methods seek to make the best use of information and communication technology (ICT) to support the learning process and achieve better results. This article addresses the challenge of introducing a new way of teaching at the higher education level, namely flipped learning. Although flipped learning (sometimes referred to as "flipped classroom") can be a hybrid method consisting of an inductive online learning space and a classroom group space, we have focused on a fully online flipped classroom that takes advantage of recent advances in technology and teaching. The challenge in preparing for such an implementation lies in the hands of faculty, who must not only have digital skills, but also teaching methods that are appropriate for this type of instruction. In addition, social studies courses have different approaches and thus different challenges than technical courses that dominate the field of online and MOOC courses. Based on existing theoretical and empirical research, ways to integrate the Flipped Classroom into an online learning environment in higher education institutions are proposed. The roadmap is based on the results of interviews with lecturers developing such courses at the Faculty of Public Administration, University of Ljubljana. The findings focus on the structure and tools for creating learning materials and group activities in an online environment, as well as the challenges and obstacles that faculty face when preparing their first flipped learning courses. Using semi-structured interviews, we discussed the challenges teachers face in preparing social studies courses, particularly public administration courses. Using a qualitative research case study, we seek to answer a research question: what challenges do social studies instructors face when "flipping" their courses? The results show that while general digital skills are necessary, teachers need specific skills to teach in digital environments, which is definitely the case with the Flipped Classroom. While DigCompEdu is a useful starting point to learn about teachers' digital skills, additional efforts are needed to identify and collect more data on digital teaching maturity in the selected environment in order to act accordingly.
    Vir: The future of public administration enabled through emerging technologies [Elektronski vir] : 31th NISPAcee Annual Conference, May 25-27, 2023, Belgrade, Serbia : e-proceedings ([20] str.)
    Vrsta gradiva - prispevek na konferenci ; neleposlovje za odrasle
    Leto - 2023
    Jezik - angleški
    COBISS.SI-ID - 160783875

    Povezava(-e):

    https://www.nispa.org/files/conferences/2023/e-proceedings/system_files/papers/Flipping_public_administration_teaching_while_adoption_online_technologies.pdf

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