While I believe that flipping the classroom can be an effective intervention in individual cases and some specific contexts, I think that as educators we must also be aware of this strategy's limitations.

Lisa Nielsen points out that the flipped classroom model requires a significant amount of prework/homework, which may or may not be developmentally appropriate depending on students' age. As a 4th grade teacher I have a hard time imagining how I would effectively leverage this strategy with my students in a way that would get the information to "stick" for them. Furthermore even if students are able to watch the required videos at home, it is left up to them to do so in an environment that is conducive to learning. Some students will choose to access the flipped classroom media in noisy/distracting settings, and others simply may not have a quiet and calm place they can go to engage with content.

It also bears repeating that the flipped classroom model is more appropriate for some content areas than others. As Rebeca Schuman points out, humanities-based classes rely on rich discussion that is difficult to replicate in an online video. While flipping the classroom may be helpful for processing more fact-based tasks and lectures, I think instructors need to be strategic about what content they flip and when they choose to do so.

With these considerations in mind I believe that educators should continue experimenting with the flipped classroom model, but I would caution them from jumping to the conclusion that it has the potential to revolutionize education all by itself.