Background
Standard flipped learning (SFL) requires students to access core content before class. Evolved flipped learning (EFL) extends this model by adding an exploratory preparatory session where students create multimedia materials, fostering synthesis, critical thinking, and digital competence.
Aim
To evaluate the impact of EFL on autonomous digital learning, deep learning strategies, and academic satisfaction among nursing students compared with SFL, and to explore students’ perceptions of EFL.
Methods
A mixed-methods design combined a quasi-experimental study with qualitative interviews among 85 third- and fourth-year nursing students from the Universities of Valladolid and Huelva (Spain), randomly assigned to EFL (n = 42) or SFL (n = 43). Validated scales measured self-efficacy, satisfaction, and deep learning strategies, while semi-structured interviews provided qualitative data.
Results
EFL significantly improved deep learning strategies but showed no differences in satisfaction or self-efficacy. Interviews indicated greater autonomy, engagement, and critical thinking, alongside workload and digital skill challenges.
Conclusions
EFL supports deeper learning conditions based on students’ self-reports, though findings remain perceptual. Further research should include objective measures and examine EFL across disciplines.
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