Over the last few decades, with the rapid developments of mobile technology, the advent of Web 2.0 sites, and the expansion of social media, there has been an incremental use of technology in the classroom. One of the approaches for technological integration into the classroom is via flipped learning. This pedagogical method has become increasingly popular and there is a growing body of literature that is investigating the implementation of this teaching methodology in the various classrooms. The present paper is an overview of the research related to the flipped classroom. The goals are threefold: a) to provide a synthesis of the definitions of the concept of the flipped learning as used in field b) to review the various theories and models that may explain the theoretical underpinnings for flipped classroom; and c) to develop a tentative framework based on the literature. [For the complete proceedings, see ED579190.]