This paper reports a study of a large-scale blended and flipped class and has two major parts. First, it presents the design of the class, i.e., a coordinated and multisection undergraduate introduction-to-computer-information-systems course. The detailed design of various teaching methods used in the class is presented, including a digital textbook, video tutorials, several quizzes, allowing multiple attempts at those quizzes, self-paced online homework, Cornell Notes, and in-class activities. Second, it presents the research model developed to systematically examine the impact of various factors on students' intention to learn in the blended and flipped class. A survey was conducted and the data analyzed by structural equation modeling. The results showed that the teaching method used and students' motivation and computer self-efficacy could significantly influence their intention to learn in this new learning environment. However, instructor characteristics were found to have no significant impact on intention to learn. Students' written comments on the helpfulness of different teaching methods adopted in the class were also collected and are discussed here.