Abstract:

Defence innovation management is an important aspect of military education, as it promotes critical thinking, creativity, innovation application, and strategic decision-making in the defence sector. Modern learning technologies provide new opportunities to organise the learning process more effectively, and one such methodology is Moodle-based flipped learning, which is based on the independent acquisition of theoretical knowledge, while focussing on practical exercises and discussions during contact learning.

Flipped learning is increasingly being used not only in academia, but also in professional and military training, as it is based on active student participation and practical skills development (Setren et al., 2021). Research and practice shows that this methodology promotes personalised learning, allows students to learn at their own pace, also improves students' critical thinking and encourages active student engagement and participation in discussions (Bredow, et al., 2021). In the context of defence innovation management, this is particularly important, as the objective is to develop leaders who are able to think analytically and strategically and adapt to the constantly changing security environment and technological innovations.

Although research shows that Moodle-based flipped learning has a positive impact on students’ preparation for practical classes – students better absorb theory and are more actively involved in problem-solving processes. However, it is also emphasised that this methodology requires greater student autonomy and motivation, which can be a challenge if there is no adequate academic support (Akçayır & Akçayır, 2018; Tarigan & Tarigan, 2022).

This presentation shares the experience of the Military Academy of Lithuania in applying Moodle-Based Flipped Learning in the Defence Innovation Management module. The research data was collected using the student feedback group interview (focus group) method, during which the following main issues were discussed: the suitability of the Moodle platform for the acquisition of theoretical knowledge and its application in practical situations; student engagement and learning efficiency when applying the flipped learning method; accessibility of technological tools and challenges of use in the educational environment; methods and tools for improving academic support and the learning environment when applying Moodle-based flipped learning.

The results of the study showed that Moodle-based flipped learning implemented in the Defence Innovation Management module increases student engagement, allows better preparation for practical tasks, but also requires greater student motivation to work independently and clearer learning guidelines. The study findings may be useful not only for military academies, but also for other higher education institutions and organisations that seek to effectively integrate innovative teaching methods into the study process.

Keywords:

Moodle, flipped learning, defence innovation management, Military Academy of Lithuania.