1. Meaning and concept of flipped classroom

CONCLUSION
The success of flipped classrooms purely relies on the self-motivation of the students. If this is implemented when no students have been prepared, or told, about the expectations ahead of time, the school is holding an unfair expectation on them. If the school has educated every student, and parent, on this before the first day of school, then each student has chosen that type of education. I agree with one of the above comments that this model is not for everyone. This model would never work in a school that already has a significant amount of incomplete homework assignments, however, if implemented correctly, it could be quite successful in a setting such as a college preparatory school.
The concept of a flipped class is quite simple and at the same time effective. Teachers will recapture instructional time that can be used to deepen learning. Student engagement will likely rise due to more personalized contact with information. And a richer culture of collaboration will emerge among students who learn to work together. Flipped learning means that teachers do less talking and more listening. In our opinion, a good teacher, no matter what discipline he teaches, seeks to move away from passive transfer of knowledge and create an educational environment to the development of critical thinking, where students will interact and cooperate freely, and the teacher will be there to help in solving complicated tasks. To do this, there are many educational technologies available and a flipped classroom is one of them. As can be seen from the model, the potential of the flipped class is not yet fully realized in the higher education system. Further developments include the creation of their own videos by the teachers to support their courses and the organization of effective interaction not only in the class but also out of it using new information and communication.
In any course, students need to be given course content, but delivering it to them during class time as lectures is not always the most effective teaching strategy. Recent advances in technologies have made it possible and easy to deliver content to students outside of class time by means of video tutorials. This teaching strategy – known as flipping the classroom – frees up class time so that the students, under the instructor’s guidance, can engage in more productive and effective learning activities. Moreover, these in-class learning activities can leverage peer instruction, which has been proven to be highly effective.
Flipping a classroom requires an investment of the instructor’s time, at least initially. This investment, however, is repaid later on, as the instructor is able to re-use in subsequent courses the video tutorials that he has developed. More important, the instructor’s investment in time results in improved learning outcomes for students.