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The past examination of Flipped Classroom show that the strategy is requesting and need cautious arranging from teacher. Albeit the technique is seen exceptionally certain in light of the fact that its enacting and information building nature (Abeysekera and Dawson 2015; Alvarez 2011) a few examinations uncover likewise issues in strategy. For instance Johnson and Renner (2012) have concentrated on the adequacy of customary and flipped course conveyance in secondary school strategies utilizing a blended techniques exchanging replications plan. In their review, it was guessed that understudies in the PC applications class would profit from the flipped strategy because of the changing of class time from lower-level exercises to community bunch work. The review results didn't uphold this speculation and the scientists finished up to offer illustrations found out with regards to the flipped class (Johnson and Renner 2012, 44–46): 

The assumption for investing energy doing schoolwork ought to be clear. In case there is certifiably not an everyday practice or culture where schoolwork is required, this will be an essential boundary to accomplishing the objective. Potential facilities may incorporate open labs prior and then afterward school. 

A flipped class execution doesn't need to be win big or bust. Educators can flip chosen illustrations. The flip is one educational procedure, not an educational program or independent instructional method. Educators may encounter positive outcomes flipping examples once in a while. 

Understudies don't consequently incline toward helpful gathering work, nor do they instinctively realize how to function in a gathering effectively. A flipped illustration where understudies work in disengagement actually utilizes class time, in light of the fact that the educator is accessible for additional clarification and individual conferencing. There is still advantage to getting the guidance before class. While Howe and Strauss (2000) record that Millennials favor collaboration and participation, honor contrasts. If a community learning climate is to be accomplished, Johnson and Johnson (2009, 369) express that, understudies should be shown the relational and little gathering abilities required for excellent collaboration and be persuaded to utilize them.