In regard to flipped-learning, podcasts are the means to the end. Moreover, a well-done podcast can be catalogued and used for as long as it remains relevant, saving teachers' time and classroom time for other activities. The primary difficulty is ensuring that students watch/listen to them in advance. Keeping that in mind, I imagine that truly effective podcasts shouldn't run longer than 10 minutes, so students can check them anywhere when they have a spare moment or access to the Internet.
Besides being a tool for removing the teacher's lecture from the classroom, it also serves as a dynamic tool for assessing student learning. It's hugely complex: a student has to discern what's worth presenting, script it, and present it in a way that's both informative and interesting. That's a lot of "idea" packaging, which requires critical thinking, organization, and deep learning. Once posted, it becomes a catalogue of student learning and even instruction, depending on the content.
Barriers to its usage would primarily be lack of technology. Also, students with disabilities would have greater obstacles, but not insurmountable when teamed with other students.
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