The flipped classroom is considered as a continuous cycle as student gains the opportunity of watching a video, discussing and applying such knowledge within the classroom, while watching another video for new introduction of content (Shannon, 2013). This flows as a continuous loop. A flipped classroom can be considered as a combination of two well-developed elements of education, active learning and the lecture. Students are known to have the accessibility of video lectures moving ahead with time and other background material (Sadler, 2010). This helps in providing the students with more scope for face-to-face time to seek clarification from the educators, collaborating with the peers, and practicing the application of concepts. Feedback and guidance can be obtained from the experts directly (Sadler, 2010). Educators tend to flip their lectures or classes understanding the values provided by homework, and they consider it useful for learning (Baker, 2000). Homework is significant as it is a duration in which students tend to share their progress in learning with the family, with the application of individual thoughts while reflecting their learning and reviewing of material along with the feedback of educator (Wright, 2012).