This study explored the effects of online academic help-seeking (OAHS) and flipped learning (FL) on students' development of involvement, self-efficacy, and self-directed learning. A quasi-experiment was conducted to investigate whether students' involvement, self-efficacy, and self-directed learning increases over time with intervention by OAHS, FL, and their combination. Three classes of first-year university students in a one-semester course were chosen for this empirical research. The 102 students were divided into three groups. The first group (G1, which received online OAHS and FL), and the second group (G2, which received online FL only), were the experimental groups. The last group (G3), which received the traditional teaching method in a blended course, served as the control group. The results indicate that G1 students' involvement, self-efficacy, and self-directed learning all improved under the condition of simultaneously applying OAHS and FL. In addition, this study also reveals that the application of FL alone could be helpful in G2 students' development of their involvement, self-efficacy, and self-directed learning. However, G3 students, who learned with traditional teaching method in a blended learning environment, did not have better development in their involvement, self-efficacy, and self-directed learning. Finally, the authors further discuss the implications for teachers, scholars, and schools engaged in online education.