This may be an issue of me not understanding the university/college teaching approaches in other countries. It was prompted by this question about student complaints - How to adopt flipped classroom strategies without student complaints?
In Australia and UK, every mathematics, physics, statistics etc course I have ever seen or taken has two types of classroom activities - generally referred to as lectures and tutorials. Typically there are 2 hours of lectures per week with an academic presenting the theory and doing some examples. The weekly 1 hour of tutorial has a tutor (usually a graduate student) going through the homework questions and is done after the students have attempted the questions. In addition, students can ask questions during the lectures and the tutorials.
I don't understand the advantage of a flipped classroom.
Having the students watch a lecture offline would mean they have to ask questions about that lecture without context and they would not have the answer to the question before watching the rest of the lecture. I would expect this to lead to lower understanding.
Similarly, having the students work through the homework problems in the presence of the lecturer/tutor would substantially reduce the number and/or length and/or difficulty of the homework questions simply due to available time. A typical homework question set would take several hours to work through and usually have a couple of relatively simple questions that lead up to questions requiring deeper understanding. I would be concerned that running a flipped classroom would mean those deeper understanding questions would never be attempted and/or discussed.
Could someone please explain the advantage of flipped classrooms, particularly how the problems I have described are avoided. And whether the advantages are only in comparison to some specific teaching method that differs from my experience.