PurposeThis rapid review is based on 14 articles published in the year 2019 and 2020 that report on the flipped classroom. This review study aims to examine underpinning theories to design flipped classroom and the models of the flipped classroom utilized in the different disciplinary, curricular, and technological contexts.Design/Approach/MethodsThe ProQuest database was used to search the articles for the study with the keyword “flipped classroom” and “Flipped learning.” Cochrane rapid review method was used as a methodology to investigate theoretical underpinnings, models, and the disciplinary and technological context of the studies.FindingsThis study found that flipped classroom approach was practiced in various disciplinary contexts and was mostly based on the theory of constructivism. Technological use in the flipped classroom models ranges from just using videos to fully online using different applications and learning management systems. The findings of the studies showed that there is a positive impact of the flipped classroom on learning, motivation, and anxiety.Originality/ValueThis study utilized the Cochrane rapid review method in the educational setting.