In recent years, due to the advancement of digital learning and flipped learning (FL, a student-centered approach that reverses traditional pedagogy by providing students with content usually taught in class for their learning in advance), there have been some major changes in teaching models for various disciplines. Learning can be ubiquitous through utilization of technology so teaching is no longer limited by time, space, psychological state, or geopolitical borders. This is helpful for learners to form a habit of lifelong learning. In this study, we applied technology and the strategy of digital instruction to dance curricula, integrating blended learning (BL, which combines online and face-to-face classes) and FL for the purpose of making comparisons with the traditional teaching method (C). A 10-week experiment was performed with 290 participants from 6 amateur dance classes. The researchers investigated, via quasi-experiments, the effects of BL and FL on developing students' learning effects and physical activity class satisfaction in this online dance course. A 2 (Taiwanese students vs. foreign students) × 3 (BL vs. FL vs. C) design, as well as factorial pretest/posttest design, was employed in this experiment. The selected course for the experiment is titled “Physical Education: Dance”, a one-semester, required course for the four involved classes of students at a comprehensive university. All students in this study came from non-dance departments. The purpose of this experiment was to explore the influences of different teaching methods on the effectiveness of learning dance skills among Taiwanese and foreign students as well as their satisfaction with this approach in a physical activity course. The results and conclusions of this research are that, compared to those taught with the traditional method, the Taiwanese students taught with the BL approach achieved higher learning effects in dance skills and were more satisfied in the aspects of cognitive development, fun, degree of enjoyment, diversified experience, and degree of relaxation in this physical activity course. Moreover, compared to those taught with the traditional method, the ones taught with the FL approach were more satisfied in the aspects of teacher's instruction, cognitive development, physical health condition, improvement in physical capability, diversified experience, and degree of relaxation. As for the foreign students, compared to those taught with the traditional method, the ones taught with the BL approach or the FL approach achieved higher learning effects in dance skills. However, there was no significant difference found in their satisfaction with this physical activity course. Finally, this study suggests that teachers who teach dance-related classes consider integrating the BL approach or the FL approach based on the backgrounds and characteristics of their students, in order to improve their learning effects and increase their satisfaction with various aspects of physical activities.