Educational disruptions are leading to a shift in flipped classroom delivery, transitioning from a blend of asynchronous and face-to-face instruction to combining asynchronous and synchronous activities in a fully online setup. This study examines the effects of an online flipped course on student clusters with varying prior cognitive outcomes. A college mathematics course is flipped online for a semester. A mixed-methods approach is employed, combining quantitative tests and surveys to assess student performance and perceptions, respectively, with qualitative interviews to explore the experiences of students. Test results show that students in the ‘average’ and ‘low’ clusters benefit most. These groups also report higher engagement, effectiveness, and enjoyment. The findings support the potential of flipped learning to advance equity and ensure learning continuity during disruptions. However, the design, sample, context, and exploratory nature of this study present certain limitations. Therefore, interpreting the results with caution is advised.