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Flipped classroom models allocate more time for active learning approaches compared with more traditional pedagogies, however what is less clear with the utilisation of flipped learning is evidence to support whether students in flipped classes are given more opportunities to develop higher order thinking skills (HOTs) to effect deep learning compared with the traditional ways of teaching. Focussing on this gap, this study compares on campus and off campus student engagement in two courses using different deliveries: online face-to-face (f2f) mixed mode (on campus students attend traditional f2f on campus classes and off campus students study exclusively online) versus fully online mode, utilising flipped classes (all student study off campus engaging in flipped virtual classes). Final course grades were similar for both deliveries; however, the study suggests flipped classes offered students more opportunities to develop HOTs and engage more deeply in the learning process. Students’ evaluations of the online flipped delivery were mixed, with those students previously enrolled exclusively as on campus, particularly dissatisfied with fully online delivery and virtual class tutor experience. Recommendations are made concerning both the timing of the introduction of fully online delivery in a program and the need for continual up-skilling of staff who teach in online environments. Please cite this article as: Phillips, C., & O’Flaherty, J. (2019). Evaluating nursing students’ engagement in an online course using flipped virtual classrooms. Student Success, 10(1), 59-71. doi: 10.5204/ssj.v10i1.1098 This article has been peer reviewed and accepted for publication in Student Success. Please see the Editorial Policies under the ‘About’ section of the Journal website for further information. Student Success: A journal exploring the experiences of students in tertiary education This work is licensed under a Creative Commons Attribution 4.0 International Licence. As an open access journal, articles are free to use with proper attribution. ISSN: 2205-0795 Evaluating nursing students’ engagement in an online course using flipped virtual classrooms 60 | Student Success, 10(1) March 2019 Introduction Currently the challenge in nurse education is to make programs convenient, accessible and attractive to a wider cohort of students. Elearning and blended learning have the potential to meet this challenge (Delialioglu &Yildirim, 2008; Limniou, Schermbrucker & Lyons, 2018). However, there is mixed evidence supporting whether fully online electronic delivery is suited to all students and indeed whether all students are satisfied with this form of delivery. Many students have preferred f2f learning as this method of teaching directly supports enhanced shared understandings, development of interpersonal relations and communication skills, qualities not easily replicable online (Paechter, Maier & Macher, 2010; Price, Richardson & Jelfs, 2007; Smyth, Houghton, Cooney & Casey, 2012). In addition, there is a lack of robust comparative research that investigates students' experiences of blended delivery, utilising a combination of f2f and online learning components, compared to fully online electronic delivery (Bliuc, Goodyear & Ellis, 2007; Paechter & Maier, 2010; Rotellar & Cain, 2016). This has been attributed to methodological problems caused by the vast number of blended learning approaches developed and the proportion of online and f2f components varying for every course (Guzer & Caner, 2014). The current study attempts to address some of these challenges by comparing student outcomes in two courses offering similar content but delivered using a traditional blended (online-f2f) learning approach to one offered fully online utilising flipped virtual classrooms.

Evaluating nursing students' engagement in an online course using flipped virtual classrooms