Analysis of Chinese College Students’ Learning Experience in a Blended-Flipped Classroom: Based on the Belief-Action-Outcome (BAO) Model

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.