doi: 10.18178/ijiet.2025.15.4.2274
Analysis of Chinese College Students’ Learning Experience in a Blended-Flipped Classroom: Based on the Belief-Action-Outcome (BAO) Model
Weiguaju Nong1
,
Huan Cao2 ,
Jian-Hong Ye3,4,*
- 1School of Education, Guangxi University of Foreign Languages, Nanning, China
- 2Dhurakij Pundit University, Bangkok, Thailand
- 3Faculty of Education, Beijing Normal University, Beijing, China
- 4National Institute of Vocational Education, Beijing Normal University, Beijing, China
- Manuscript receivedDecember 5, 2024
- revisedJanuary 24, 2025
- acceptedMarch 3, 2025
- publishedApril 15, 2025
Abstract
Currently, the blended learning and flipped classroom teaching method is gaining increasing popularity in higher education worldwide. Higher education institutions are adopting blended-flipped classroom teaching to enhance students’ learning experiences and address the shortcomings of traditional teaching methods. This study aimed to examine the various factors influencing students’ learning experiences in a research methods course. The study involved 18 third-year preschool education majors at a private undergraduate college in Guangxi, China, who had experienced blended-flipped classroom teaching. After the course concluded, semi-structured interviews were conducted to understand their learning experiences across the pre-class, in-class, and post-class stages of the blended-flipped classroom. Following the interviews, data were coded and thematically analyzed based on the Belief-Action-Outcome (BAO) model to explore the impact of beliefs on learning behaviors and outcomes. The study found that under the influence of positive learning beliefs and behaviors, students who participated in blended-flipped classroom teaching experienced improved learning outcomes the application of the BAO model in the field of education, and contributing to the qualitative research on students’ learning experiences with blended-flipped classrooms. Future course design can integrate ideological and political education, enhance the use of artificial intelligence, and apply knowledge graphs to support self-directed learning, enrich college students’ learning experiences, and improve learning outcomes.
Keywords
- belief-action-outcome model
- blended learning
- flipped classroom
- research method course
- teaching reform
- learning experience
How to Cite
Weiguaju Nong, Huan Cao, and Jian-Hong Ye, "Analysis of Chinese College Students’ Learning Experience in a Blended-Flipped Classroom: Based on the Belief-Action-Outcome (BAO) Model," International Journal of Information and Education Technology, vol. 15, no. 4, pp. 662-671, 2025. https://doi.org/10.18178/ijiet.2025.15.4.2274
Copyright & License
Copyright © 2025 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).