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In the last years, higher education has been pressured to shift from teacher-centered teaching towards more flexible, effective and active student-centered teaching that reduce the negative effects of traditional models of education with the support of digital information-communication technologies (ICT). For some time now, there has been advocated modern learning and teaching strategies based on student centric approach with their active engagement. Most relevant student centric learning and teaching strategies are: problem base learning, work base learning, project base learning, inquiring base learning, flipped classroom, laboratory base learning, game base learning, instruction/lecture base learning, peer/collaborative learning. There is no doubt that the COVID-19 pandemic disrupted higher education but it also gave teachers an opportunity that, during that period, try out those innovative pedagogy strategies. One such innovative and interesting modern learning and teaching strategy, which brings numerous advantages, is flipped classroom (FC). The flipped classroom model is based on the idea that traditional teaching is inverted in the sense that what is normally done in class is flipped or switched with that what is normally done by the students out of class. Thus, instead of students listening to a lecture in class and then going home to work on a set of assigned problems, they read course literature and assimilate lecture material through video at home and engage in teacher-guided problem-solving, analysis and discussions in class. In that way students become active before and in classroom with the support of digital ICT. The teacher obligation, on the other hand, is designing a learning design before applying that strategy. This paper discusses the nature of applying the flipped classroom approach in a higher education digital environment – learning management system (LMS) during COVID 19 pandemic. To be more precise, focus of paper is based on two research questions: What is the student’s perceptions of learning through flipped classroom? and How flipped classroom affects student achievements? To answer those question, paper provides a literature review examining and highlighting the most important aspects of applying flipped classroom in education such as opportunities, challenges, constraints and best practice. In addition to the literature review of the applying flipped classroom, paper presents a case study where flipped classroom approach is applied in a course IT Service Management which is preforming on the last year of vocational study program in University of Zagreb, Faculty of organization and informatics. Besides perception, student achievements (final mark and assignments during semester) was analyzed with the given answers. Some correlation was identified, and interesting conclusions were drawn based on the given results. Paper also presents discussion based on the results of case study. The contribution of the paper is dual. On the one side provides an academic background analyzing various flipped classroom applications in University environment and from the other side is pragmatic, presenting approach, experience and findings in using flipped classroom in one course of the last year of vocational study program in University of Zagreb, Faculty of organization and informatics.

In the last years, higher education has become more and more demanding because of goals of the Europe 2020 Strategy and more accessible because of strengthening internationalization, mobility, distance learning and open learning. A direct consequence of this is increasing number of students at the Universities. Therefore, it is necessary to analyze ways that students and Faculties interact and determine whether the solutions used in business domain can be implemented in higher education. Looking back at the business domain, using omnichanel approach has led to a significant rising of business results across different industries. The dominant channel in omnichanel approach are chatbots. There are almost no websites where they do not pop up to welcome us and offer assistance in meeting our service needs. Chatbots are increasingly in use in different business domains. One of the potential areas where chatbots can be introduced is certainly higher education. Although higher education environment differs from the business domain, there is an extremely high potential for the application of chatbots in higher education environment. Students don’t run away from new technologies, but rather love them, they run away from traditional, slow ways of communication and procedures of solving their requirements, and seek information in a different and faster way thanks to new technologies and their availability. Students, as a target group of users, during their education need assistance in various forms. For example, primarily in learning to understanding the difference between two concepts or in getting some particular information like knowing which classroom the next lesson is in or in the administration for fulfilling some request during academic year. Higher education environment to which chatbots can be applied is very extensive and Faculties that recognize the opportunities to incorporate chatbots institutionally will certainly have a synergistic effect. This paper discusses the nature of applying the chatbots in a higher education environment. To be more precise, focus of paper is based on two research questions: How can chatbots be used within a typical University environment? and How to approach in designing and implementing University chatbot?. To answer first question, paper provides a literature review examining and defining the most important aspects of applying chatbots in education such as institution management, student-chatbot interaction and chatbot roles. Opportunities and challenges, some open issues and considerations are presented too. Since in the field of education, chatbots are used experimentally to answer second question, a case study of developing proof of concept - Chatbot on student web portal “MyFOI” at University of Zagreb, Faculty of organization and informatics (FOI) is done. The case study consists of functionality that include scenarios and main roles, architecture that describe chatbot orchestration and interaction with other systems, iterative development activities which includes artificial intelligence training ; functional, user experience (UX) and customer experience (CX) testing and finally best practice in our case. The contribution of the paper is dual. On the one side provides an academic background analyzing various segments of applications chatbots in University environment and from the other side is pragmatic, presenting approach and experience in developing University Chatbot in Croatia.

Most companies nowadays, from almost all industries worldwide, use Enterprise Resource Planning (ERP) systems to support their business. Because of their importance, there is no doubt that the knowledge and skills of using ERP system are among necessary competences of graduates in the field of economics and business, for achieving a competitive position in the labour market. Based on that, in the past few years, selected topics of ERP solutions have become an integrative part in curricula in the economics and business studies. Despite the recognized importance of the ERP systems as a business management tool within companies and the importance of this knowledge for graduates, it is challenging to teach such a complex information system. Students of economics and business study programs have difficulties in understanding how these solutions work and how business logic is implemented in them. The primary purpose of these solutions is that they support most of the daily business processes in the company. This means that students need to know and understand how business processes are going in the company to understand and be able to use an ERP system on an everyday basis. This is where the problem arises because most of the full- time students have no practical experience with the business of the company and do not know how the business processes in the company look like. However, the profile of future economists needs to be able to work with the ERP system at the end of their higher education. This is a challenge for the teachers of these subjects because, in addition to learning how to use the particular ERP system, they have to learn students' basics of business processes in the company. Since knowledge of using ERP system and business processes behind them is essential for future economists, teachers want students to learn as much as possible when it comes to a particular ERP system. There are several factors on which depends on whether students will accept to learn these solutions. The main objective of our paper is, therefore, the identification of important factors that contribute to the acceptance of ERP solutions by students in economics and business and that shape their intentions to use this knowledge in the future. The conceptual model of our research is based on Technology Acceptance Model (TAM), which is widely used for technology adoption research. Based on this model, we have prepared a model for teaching acceptance of the particular ERP solution, where we have added external factors (obtained through literature review) that influence the learning acceptance of the ERP solution. We tested our conceptual model in 2018 on a generation of economics students in Croatia (n = 172). In 2019, we surveyed the generation of economics students (n = 185) at one of the faculties of economics in Slovenia. We chose this faculty because of the comparability of study programs ; students are learning the same ERP system - Microsoft Dynamics NAV, have a similar number of contact hours and have a very similar curriculum. The article will present a comparison between the two samples. With this secondary research, we want to confirm the results we got in 2018 on another sample and in another country. Paper is answering on the research question: What factors do teachers need to place greater emphasis on, in teaching ERP solutions to make students more accepting of learning ERP solutions?

From the very beginnings of software era, enterprise environments have been one of the greatest generators of demand for complex software systems. Attempts to satisfy these ever growing needs for enterprise software systems have had a m ixed success. Software reuse has been one of the leverage mechanisms software producers had at their disposal, and through the year’s different reuse approaches emerged. One of the most successful large scale reuse approaches in enterprise environment are Enterprise Resource Planning (ERP) systems, which intend to reuse domain analysis and best practices in doing business, as well as software design and implementation. However, in literature, ERP systems are seldom viewed and described as one of the reuse approaches. Therefore, in this paper we aim at systematically analyzing ERP systems from the software reuse perspective in order to gain better insight into their characteristics, constituent elements, and relationships.

The contact center is the center of communication between users and service providers through which companies strive to provide support and retain or increase the customer's satisfaction in working with the service. Today companies that provide support through contact centers add more and more independent channels including email, chat, SMS, social networks and other, without paying attention to the needs of customers nor to the potential that a particular channel delivers. In context of the contact center, omnichannel approach rises as an idea of creating the seamless and integrated environment for modern customer experience (CX) through integrated channels, which allows agents to work on a better interface and to use a richer set of customer and service data. This paper discusses the nature of applying the omnichannel approach to contact centers. To be more precise, focus of paper is on presenting the need for an omnichannel approach in today's contact centers, analyzing literature and defining opportunities and challenges of applying omnichannel approach to contact centers.

First part of paper addresses the impact of General Data Protection Regulation (GDPR) on data collection by most popular social networks. GDPR will start to apply on May 25th 2018, and it aims to change the way in which organizations treat data protection. Regulation requires organizations, including social networking service providers (SNSP), operating within the EU to know where personal information of their users is located, how can it be used and when does it have to be deleted. The paper clarifies the rights of the users and the obligations of the SNSP. It analyzes 10 most popular social networks and explores what personal information they collect as well as problems related to the application of GDPR. Second part of the paper presents the use of social networks in omnichannel contact center. Omnichannel is a business model which combines various communication channels in order to improve customer experience. Since modern social networks are abundant with personal user information, it is necessary to determine which of them may be collected and used by omnichannel contact center, while respecting the principles of GDPR.

Rapid development of mobile technology and the increasing availability of wireless mobile devices in everyday life have created new acronym known as mobile learning (m-learning) which has emerged as a potential educational environment to support learning and make significant contributions as extension of e-learning. Taking into account the strengths and weaknesses of using m-learning and key factors for successful adoption of mobile learning that are analyzed through this article, the paper focuses on the evaluation of the potential use of m-learning. For this purpose, a research was conducted on the population of students who, during the whole higher education, where using e-learning as an obligatory element of education at University of Zagreb. Results of our research shows that students, as mobile users, are not yet ready to become a mobile learners.

Implementing ERP systems is a high risk activity for every company. All implementations give rise to many open questions concerning the two primary issues of data and process. This paper focuses on the issue of data and investigates how to automate some key implementation activities. Authors propose a solution for identified problems in the form of a web application for data management. Although the authors' primary focus is in the academic perspective of ERP system implementation our results are also usable in industry, to automate key database settings implementation activities, which makes the scientific contribution of this article more valuable.

A well-designed user interface, nowadays exclusively graphical, is one of the key factors determining the application's appeal to the user. GUI modeling should be a part of the overall process of application system development. The aim of this article is to show different methodological approaches to the GUI modeling. Nowadays, UML is a widely used standard for object-oriented modeling software in the software industry. The paper investigates whether it is possible to successfully model GUI by using UML and suggests a way in which this can be achieved. by using some UML extensions without disrupting the standardization.