But there are so many assumptions here. First, you've assumed that the lecture provides everything the student needs.
In a flipped classroom, teachers are available during class time to respond to the students' needs that were not fulfilled by the video. However, I am hopeful that often times the video itself will be sufficient.
It almost certainly won't. Our experience with my son's online learning is that an enormous amount of material is missing. Of the 7 online classes my son did last year, only ONE (CTY Forensics) provided enough information in the lectures and textbook for him to really understand the material without assistance from me.
I am trying to explain why I am hopeful that the concept of classroom flipping has merit. I am not here to defend early iterations of online learning. Of course the early iterations will be the most problematic. Hopefully with a few iterations, the coursework of the 6 deficient classes can be made sufficient.
You've also assumed that a video format can provide enough information.
In a flipped classroom, the video lectures don't represent the entirety of all instruction given to the students. Therefore the video format doesn't have to be 100% sufficient for every single concept of every single subject.
There are subjects in which this is simply not the case. Physics and Java programming spring to mind. I've helped DS with physics and my husband and another programmer helped him with Java. There are nuances in both subjects that simply must be taught, live, on the fly.
The fact that numerous students have learned both of these subjects exclusively through the books and/or online materials contradicts your statement.
In physics, the big one is how to recognize how you need to set up problems in order to solve them. This is NOT a single idea but a set of ideas and approaches that vary and build upon one another as a student advances. And there are other nuances, like the difference between a horse-cart system and a horse and a cart. Students don't all have the same confusion points, and you need a teacher there to help because the number of confusion points in some subjects is effectively infinite. You can't cover that in a video.
In the flipped classroom, confusion points can be addressed by the teacher the next day. I don't see why the things you've mentioned can't be covered in a video. Perhaps you can explain.
With Java, the issues seemed related to knowing how to do stuff when the teacher's assumption that something would just work, didn't. An example is a security exception that was thrown when my son had to do something with an applet in his final project. The teacher assumed the applet would just work, presumably because it worked x years ago when the course was designed. It took two adults with 40 years experience 3 hours to solve that. For something complex like this, there is no way it can happen via email or even the next day in a class when everyone is confused.
Teachers make assumptions about things working in flipped as well as traditional classes. I've had teachers assume that the overhead projector would work, ruining in-class lecture time. I don't see how this is a flipped-classroom issue. Perhaps you can explain.
