Abstract
Entrepreneurship pedagogical practice has been gaining traction among scholars and teaching practitioners since the subject permeates all other subject disciplines to enhance students' employability. The aim of this paper is to explore the development of flexible learning environments (flipped classroom model and fully online learning) by analysing the author's reflection over 11 weeks of a higher education course module. The paper sheds light on key features of flipped classrooms (such as personalised learning) and online learning and their implications on entrepreneurship education, which mainly focuses on learning by doing or experiential learning. Based on the findings, this paper recommends how students' learning experiences can be improved by creating a dynamic learning environment.