The concept of the Flipped Classroom is not complex, but often requires a great deal of thought and planning on the front-end to make it work. From a K-12 perspective, it is typically worth it, particularly to develop skills and competencies that are ‘basic’ (such as word patterns or sight words for young children, or multiplication facts for older ones). High school science and math teachers have found it useful to ‘flip’ instruction to video or audio presentations of the lessons so that their class time can be utilized for collaboration, confirmation and creation of deeper understanding.
See the following for more information and examples of how Flipping has been implemented:
Bishop, J. L., & Verleger, M. A. (2013, June). The flipped classroom: A survey of the research. In ASEE National Conference Proceedings, Atlanta, GA (Vol. 30, No. 9, pp. 1-18).
Herreid, C. F., & Schiller, N. A. (2013). Case studies and the flipped classroom. Journal of College Science Teaching, 42(5), 62-66.
One particular application in a university setting caught my attention during the 2017 VT CHEP Conference (Feb. 2017). Two professors from Radford University have been flipping their Calculus class for majors for 3 years now and are seeing dramatic differences in the number of students able to pass the end-of-course exam.
Adams, C., & Dove, A. (2017). Calculus Students Flipped Out: The Impact of Flipped Learning on Calculus Students’ Achievement and Perceptions of Learning. PRIMUS, (just-accepted), 00-00.
(link is to abstract only – I’ve requested a copy of the article from Iliad and will share it when available)
There are a few other studies/journal articles related to higher education via Google Scholar if you search for “Flipped Classroom”