Sure, in an empowered class it paves greater advantage and opens up critical thinking too.

There already is a Q&A link, enclosed

https://www.researchgate.net/post/Can_you_share_your_experience_in_using_flipped_classroom

Of Course, when students are more intimately involved in the classroom they are inclined to feel more powerful as suggested by Krishnan Umachandran above. Thanks for the Q&A link!:)

I have tried the flipped classroom twice, in an introductory cognitive psychology course with typically over 200 students signed up and about 100 students attending lectures at the beginning of the semester, declining to about 50.  I provided lecture slides and mp3 files of the recorded lectures.  Both times students asked me to return to conventional lectures.  They do like having the recordings, they don't like being required to ask questions, at least not in a large class.  I find students do ask questions in smaller groups.  

Based on my entirely subjective impression and a small sample size of classes, I speculate that the success of a flipped classroom depends on students' willingness to ask questions, which in turn depends on class size and probably on other factors that I have so far failed to work out.  I haven't checked whether there are any studies on that topic.

There is a paper that that claims better results from recorded than from live lectures: McKinney, D., Dyck, J. L. and Luber, E. S. (2009) iTunes University and the classroom: Can podcasts replace professors?  Computers & Education 52, 617-623.

With classes of usually between 40 and 60 students in our university, I do not think that the FCM will work efficiently. Many students are too shy to participate. The FCM can work well if the undergraduate students are 20 or less but in our case, a course is cancelled by the administration if the number of students drops to 15 or less.

Actually, I did find something that does get students engaged, and it sort of is a flipped classroom, though I never thought of it in that context.  When I was an undergraduate, a lecturer gave us a list of 35 essay questions, remarking that a colleague complained that the list left nothing for the exam.  He said his attitude was that anyone who prepared so thoroughly as to be able to write 35 essays deserved an A.  And so I publish the list of possible exam questions in advance, and select the actual questions randomly (I set up random number generators in Excel).  Then I try to cover everything I want the students to know in at least two different questions, so that they must think of the same information in different contexts.  At the end of the semester, I run exam seminars, where I answer any questions students have.  That way, students who were unable to think of questions of their own, because they were unaware of gaps in their knowledge, have a chance of spotting those gaps when they find they can't answer my questions.  Then they can ask me for the information they need.

I also teach in a course in which the exam consists of essays to be handed in.  My procedure there is that I offer public feedback to the first few essays volunteered for the purpose.  I make sure the author is anonymous, then review the essays much like a paper submitted to a journal, making allowances for students having less background knowledge.  When I find something that is not as good as it could be, I focus on how I think it could be made better.  The aim is that the author of the essay should never feel embarrassed even if perhaps some friend know who wrote the essay that I review.  That is both courtesy, and it encourages other students to send me their essays for comments.  I usually get more essays than I have time to comment on.  And I usually get as many students showing up for that as for the lectures.

I suppose both of these things can be seen as variants of a flipped classroom.  What they both do is offering the students something concrete to work with.  If you just ask them "what did you not understand?", you have the dual problem of people worrying about embarrassment, and being unaware of gaps in their knowledge, because they haven't even understood enough to work out what it is that they don't know.  Providing something concrete reduces the second problem, of unknown unknowns.  Providing a concrete question may even reduce embarrassment, because when there is a concrete question to work out, then I think students are more confident in their ability to judge whether they are asking a stupid question or not.  They are all happy to ask intelligent questions, it's the possibility of asking stupid questions that worries them.

Once more, this is subjective impression and speculation.  I am not aware of relevant research.  If there is none, perhaps you could do it?

Team-Based Learning is a cost/efective and struturated innovative strategy for flippling classroom. Has a lot of hard ISI level or book level evidence that supports it. TBL can be done in small o huge clase size. TBL can combine technology, videos, simulations, problem-based learning, project-based learning and so on and so for. Please have a first look at: https://www.fractuslearning.com/2014/08/25/team-based-learning/. Looking For Some Peda-Glue-Gy? Try Team-Based Learning.

Other place you may visit or see:

https://www.fractuslearning.com/2014/08/25/team-based-learning/. Looking For Some Peda-Glue-Gy? Try Team-Based Learning

Since in a flipped class room first exposure to a particular topic occurs in an online  environment  which is unsupervised and therefore  there is a chance that the student may develop misconception. The misconception could be so much deep routed that it becomes difficult to rectify the same in the next interactive session.

I find a web devoted to flipped learning promotion.There are several new helpful reports .And there exists one preport Flipped Learning: Gateway to Student Engagement not available for free,what a pity. Hope someone can download it and share with us.http://www.flippedlearning.org/site/default.aspx?PageType=14&DomainID=4&ModuleInstanceID=82&PageID=1&ViewID=7070de72-c6ac-43a7-b8eb-103562708ba5&IsMoreExpandedView=True&GroupByField=&GroupYear=0&GroupMonth=0&Tag=

I would like to learn about flipped education and send our experiencies with it in spain.

Some facilitating inputs can be obtained from

• TED-Ed
• Camtasia
• Screencast.com
• Turning Point
• Echo360

https://www.amee.org/getattachment/AMEE-Initiatives/MedEdWorld/Flipped-Classroom-leaflet-v3.pdf

Flipped classromm, is much more than acquisition of new knowlegde outside class using technology, videos or the PPT lectures in order to have and use more time in class for applying this new knowledge with technogical task (some sort of class-work instead of home-work). Is also a change of paradigm that help to break the natural tendency for continue lecturing. Include a list of several evidence-based best teaching practices in in its more evolved form the in-class application activities can be done in team in a structurated way known as Team-Based Learning (TBL), please google this and you will be amazed of the number of work and evidence of propomotion os student´s engament using TBL of simple flipped classroom. Also, if good pedagogy is used, with higly motivated student´s, and the learning outcomes were well written (according to Declan´s Kennedy rules (there is a book I think open access in the web), you must certainly may achieve this learning outcomes using flipped class or this more evolved version as TBL class. Saludos desde Chile

It would be much better if there exists the empirical study to prove it.

I have enjoyed using the flipped model in the classroom to focus instructional time on active-learning strategies that emphasize student-centered learning. Students do not necessarily have to use technology outside of class. Instead the idea is for class time to focus on more dynamic and engaging instructional strategies. Students may read the material and answer questions or complete writing assignments at home. My in class time then focuses on role-plays, simulations, debates, games, and problem-solving group work. These activities have made the learning experience much more dynamic overall.