FLIP代表灵活的环境、学习文化、国际内容和专业教育(Strayer, 2012)。翻转学习在许多不同的学习模式中都有帮助。教育者可以物理地重新安排他们的学习空间，以适应单元或课程，并支持独立学习或小组学习(Somerville, 2012)。它们有助于创造灵活的空间，学生可以在其中选择学习的地点和时间。除此之外，教育工作者将灵活地翻转课堂，同时期待学生学习的时间表和评估学生的学习情况。在考虑传统的教师集中模型时，可以将教师视为获取信息的重要来源(Siegle, 2014)。与之形成鲜明对比的是，翻转学习模式从基于教学的学习模式向以学习者为中心的学习模式转变。有奉献的课堂时间，以探索课题与更深的理解，创造丰富的学习机会。正因为如此，学生积极参与知识的建构，参与和评价学习，建立个人意义(Shannon, 2013)。翻转学习的教育者不断思考如何利用翻转学习模型，帮助学生在学习过程中流畅地发展概念理解(Sadler, 2010)。
对于教学有什么要求，学生应该自己探索什么材料，这是有确定的(Pearson Education, 2013)。教育工作者被发现使用有意的内容来最大化课堂时间，采用以学生为中心的主动学习策略，这种策略高度依赖于主题和年级水平。专业教育所扮演的角色甚至更重要，在接近翻转课堂时，可以更经常地考虑许多不同的因素和需求(Nielsen, 2012)。与传统方法相比，这些因素相当高。在上课的过程中，他们一直在不断地观察学生。基于这一观察，他们必须为特定时期提供有意义的反馈，并对工作进行评估。专业教育工作者实际上拥有反思的技能，同时与他人建立联系，以改进教学，接受建设性的批评，并容忍课堂上受控的混乱(Murphree, 2014)。虽然专业教育者往往会在翻转课堂中扮演重要但不太明显的角色，但他们可以被视为促成翻转学习发生的一个关键因素。
FLIP stands for Flexible Environment, Learning Culture, International Content, and Professional Educator (Strayer, 2012). Flipped learning helps in a number of different modes of learning. Educators can physically rearrange their learning spaces for the accommodation of units or lessons, and for either supporting independent study or group study (Somerville, 2012). They help in the creation of flexible spaces within which students make the choice of where and when there is some learning. In addition to this, the educators will be flipping their classes with flexibility while expecting the timelines of student learning and in assessing the learning of student.When considering the traditional teacher-centralized model, the teacher can be identified as a crucial source of obtaining information (Siegle, 2014). In contrasting the same, the model of flipped learning shifts from instruction based approach focusing on learner centered approach. There is dedication of in- class time in order to explore topics with deeper understanding and to create rich opportunities of learning. Due to this, students have an active involvement in the construction of knowledge as there is participation in and evaluation of learning in a way that there is establishment of personal meaning (Shannon, 2013).Educators in flipped learning continuously think about the utilization of flipped learning model for assisting the students in the development of conceptual understanding along with procedural fluency (Sadler, 2010).
There is determination of what requirement is there for teaching and what materials should be explored by the students by themselves (Pearson Education, 2013).Educators have been seen using intentional content for maximizing time in the classroom for adopting methods regarding active, student-centered strategies of active learning that is highly dependent on the subject matter and the grade level.The role played by a professional education even has more importance, and can more often considers a number of different factors and demand, when approaching flipped classroom (Nielsen, 2012). These factors are considerably high in comparison with a traditional approach. In the duration of class, they have been continuously observing the students. Based on this observation, they have to provide feedback significant for the specific period and the assessment of work is done. Professional educators practically hold the skills of reflectiveness, while making connections with one another for the improvement of instruction, acceptance of constructive criticism, and tolerance of controlled chaos across the classrooms (Murphree, 2014). While professional educators tend to take over prominent, yet less visible roles within a flipped classroom, they can be considered as a crucial ingredient enabling the occurrence of flipped learning.