The absence of a universal and useful framework for directing the integration of flipped classrooms is one of the main obstacles inhibiting teachers from implementing flipped learning in their teaching practices. This unclear framework results in the reality that the efficacy of the flipped learning strategy is still unknown. This study presented the “ADDIE Paradigm,” a step-by-step generic model based on learning and teaching research findings. The study involved two cohorts of 60 first-year college students. The experimental group used ADDIE for five weeks, while the control group received instruction using the flipped model. The findings confirmed the viability of the ADDIE integrated flipped learning paradigm, which not only enhanced student engagement and teaching quality but also helped them perform better on exams. Future research topics, as well as instructional ramifications for online learning, are highlighted. Thus, the findings of this study can reinforce the theoretical foundations for flipped learning and aid in their acceptance in actual teaching.