Online flipped learning in foodservice entrepreneurship education: the structural relationships among learning presence, learning flow, subjective academic achievement, and foodservice entrepreneurial intention

This study investigates the effect of learning presence on entrepreneurial intention in an online flipped learning environment for foodservice entrepreneurship education. The primary objective of this study is to empirically identify the single and sequential mediating effects of learning flow and subjective academic achievement in this relationship. Data were collected from 228 students majoring in culinary and foodservice management at 2- and 4-year universities in the Daegu, Gyeongbuk, and Busan regions who had completed a flipped learning-based foodservice entrepreneurship course. The hypotheses were tested using PLS-SEM. The findings revealed that the direct effect of learning presence on entrepreneurial intention was not significant. However, the indirect effects through learning flow and subjective academic achievement, both individually and sequentially, were significant, confirming a full mediation effect. This study empirically demonstrates that a positive learning environment does not directly lead to entrepreneurial intention in online flipped learning for foodservice entrepreneurship. Instead, it must be channeled through a deep learning process and resulting successful experiences. These results suggest that for effective online entrepreneurship education, it is essential to design instructional strategies that not only create a conducive environment as well as induce student flow and facilitate tangible academic achievement.