In this paper, we propose a new class design for mastery-based flipped classrooms, transitioning the learning activities in the previous in-person classes to separate asynchronous/synchronous online learning activities without changing the structure of knowledge acquisition, utilization, and application, setting computer adaptive testing as a milestone of learning activities. We primarily focused on “learner Independence of learning time and learning ordinary” and the “higher learner learning outcomes” for modeling new class design. The proposed class design was then introduced into an actual university programming course and compared with the class designs of previous studies. In the case study, comparing results of the final exam and adaptive testing, our class design can allow the learners’ learning outcomes to be maintained and promote early knowledge acquisition for learners. Furthermore, the learning behavior in the asynchronous online activities confirmed that the learners demonstrated their learner independence for time and ordinal learning activity.
