With the globalization of macro-economic environments, it is important to think about how to use instructional design and web-based digital technologies to enhance students' self-paced learning, stir up learning motivation and enjoyment, build up knowledge-sharing channels, and enhance individual learning. This study experimented with the flipped learning course modules which are grounded in the theory of team-based learning (TBL), in which students participated in the preview activities before class, performed in-class activities, and took part in after-class online discussion via modularized assignments. Two Human Resource Management classes, consisting of 104 students and two professors from two Taiwanese universities, participated in this study. Mixed research methods including surveys and interviews, were used to collect both quantitative and qualitative data. The results show the positive relationships among the students' perceived team members' valuable contributions, motivation, enjoyment, and learning outcomes. The research findings and implications will provide business education faculty, researchers and decision-makers with ideas and insights on the application of flipped-classroom team-based learning modules.