The educational potentials and challenges of "flipping" a classroom are today well-documented. However, taking into account the contradictory results, literature on the benefits in using the flipped model as a socially inclusive technology-supported instructional design model is still in its infancy. This study seeks to investigate the perceptions of twenty-six (n = 26) trainee instructional media designers based on the access and use of a flipped instructional model, following an exploratory mixed method research with quantitative and qualitative data that was framed by learning concepts. Findings indicate that the flipped model supported really well exercises facilitating trainees' participation, particularly those with specific reference to gender, age and web-based open educational resources (OER) level of frequency use. Regular recordings of difficulty with long-time content lectures were perceived as the most effective for flipped instructional model use showing that course design matters for knowledge gain. The study results also confirmed the view of flipped classroom as facilitating model for learning activities with trainees to be actively participated and not being passive receivers of the main instructor's information or observers of other colleagues' practices and experiments. In this context, which is defined by severe resource constraints and fear of using web-based transactions or sources among lecturers and trainees, the simplicity and accessibility of a flipped model promises a successful adoption for instructional media technology in Higher education.