While it is true that many of these '21st Century skills', such as critical thinking and collaboration skills, have been deemed important for years, the difference lies in the evolving demands on the workforce that are associated with the shift towards knowledge-based economies and the increasing role of technology in production.  In other words, while these skills may only be essential for the success of the elites in the past, it has now become essential for all in our nowadays world. 

The experience of this project on flipping the students' learning in the S4 Drama elective module was encouraging.  The flipped learning approach was able to free up valuable time in class so that the students could work collaboratively to further explore and apply the key concepts and skills with their peers and teachers' guidance.  The evidence collected indicates that the flipped Drama module was able to facilitate deeper learning and provide ample opportunity for the students to develop the skills which are essential for them to achieve success academically and at work in the 21st Century.  While the teachers involved in the project may not consider adopting this approach in all their lessons overnight, their positive feedback and skills acquired in this experience showed that they will continue to try out adopting this approach and the e-learning tools in more of their lessons. 

While the flipped learning approach is very effective in freeing up valuable class time for teachers to do the activities which they could hardly find time to do in a traditional classroom, educators who are interested in trying out this approach should still note that flipping a lesson does not automatically make the lesson better and spending the resulting extra time in class for mechanical grammar drills will not be able to facilitate deep learning or the development of those more advanced skills which are deemed important for our students to survive in our world in the 21st century.  For the flipped learning approach to fully realise its potentials, it requires both the teachers and the students to flip their thinking as well.  Teachers need to give up their role as the 'sage on the stage' in favor of the role as a coach and facilitator of their students' learning, whereas the students need to shift from being passive participants to taking on an active role and taking on more responsibilities in their own learning.