在考虑传统的以教师为中心的模型时，教师是信息获取的重要来源(Siegle, 2014)。与此相反，翻转学习的模式是从以教学为基础，以学习者为中心的学习方式的转变。翻转课堂中投入大量的课堂时间，探索更深层次理解的主题，创造丰富的学习机会(Camel, 2011)。因此，学生在参与的同时，能够积极参与到知识的建构中，能够以一种建立个人意义的方式来评价自己的学习(Shannon, 2013)。
When considering the traditional teacher-centralized model, the teacher can be identified as a crucial source from whom information is obtained (Siegle, 2014). In contrast to the same, the model of flipped learning is a shift from instruction based approach that focuses on learner centric approach. There is dedication of in-class time within flipped classroom in order to explore topics with deeper understanding and to create rich opportunities of learning (Camel, 2011). Due to this, students are able to have an active involvement in the construction of knowledge as they have participation and are able to evaluate their learning in a way that there is establishment of personal meaning (Shannon, 2013).
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 any form of learning has to take place (Cacciamani, 2011). In addition to this, the educators have the ability of flipping their classes. This is a flexibility they often enjoy within the expected timelines of student learning and while assessing the learning requirement of each student.