The purpose of this study was to compare the effects of scenario-based e-tutorials and direct instruction e-tutorials as a way for students to prepare for the flipped classroom. The main question was whether it was more effective, as measured by assessments, to have students receive scenario-based e-tutorials or direct instruction e-tutorials. Another question was whether scenario-based e-tutorials would affect how well students performed on cognitively high versus low order assessment questions. Participants in the study were college students in their first year of a nursing associate degree program. Assessment results of students in one class who received scenario-based e-tutorials were compared with students in another class who received direct instruction e-tutorials. The experiment revealed that students who received direct instruction e-tutorials did significantly better on assessments than those who received scenario-based e-tutorials. Scenario-based e-tutorials had no significant impact on student performance relative to high order or low order questions. This study provides empirical evidence that it is more effective for students to prepare for the flipped classroom by receiving direct instruction e-tutorials rather than scenario-based e-tutorials, at least in this context: college students in the early stages of a nursing program, taking a class that was content-intensive and knowledge-based, and using e-tutorials to prepare for the flipped classroom. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]