Adjusting university education with workspace training and self-education

Close to 100% employment of students and easy access to abundance of information on Internet has essentially changed student's learning practices and their earlier knowledge background, especially on rapidly progressing field of Software Engineering. On workplace they have to use technologies, which are used in practice of their employing enterprise, but often do not understand the scientific and/or technological principles on which these technologies are based. They seek explanations on Internet, but information on Internet is often low quality, one-sided and presented with business targets on mind - to get more users to technologies developed and sold by a business enterprise. Thus university has to explain basic principles of technologies what students already know and have used and correct some popular beliefs, which are supported by software vendors and based their business interests. Non-formal sources of knowledge - workplace training and Internet - do not reduce teacher's task, but force teachers constantly study all new which appears in this field, thus increase teachers workload. Students increasing use of non-formal sources of knowledge imply need for flipping the process - instead of teaching students are set to learn from provided detailed tutorials. Use of Internet and work has made self-study, seeking information from Internet sources very customary for current students, thus such flipping worked very well in a game programming course provided by the first author.