Flipped Learning Research Articles

Flipped Learning with Generative Artificial Intelligence

This study explores the complex process of integrating generative artificial intelligence (GenAI) into a flipped classroom. Employing Clandinin and Connelly’s (2000) narrative inquiry framework, the study collected data from class observations and semi-structured interviews with a lecturer and six English-majored undergraduates before, during, and at the end of a 15-week British Literature course. Bhattacharya’s (2017) inductive analysis model was used to inform the thematic narrative sub-approach. The findings revealed both challenges and benefits associated with using GenAI for flipped learning while highlighting its impact on students’ self-regulated learning and teacher self-efficacy. This presentation retells stories from the participants’ lived experiences in a GenAI-enabled and flipped classroom. Exemplary learning resources are showcased to demonstrate how GenAI tools can effectively and efficiently facilitate flipped learning. The insights gained from this study contribute to a deeper understanding of the potential of GenAI in transforming educational practices and enhancing the flipped learning experience.

A new guided flipped learning model for lifelong learning

ABSTRACT Flipped learning model is currently implemented where conventional lectures take place before class hours, while in-class time is used for hands-on activities and problem-solving under the teacher’s guidance. However, students’ inability to fully engage and complete their learning activities before the class hours and the lack of clear instruction during in-class learning activities can greatly hinder the learning experience. Under this circumstance, a new flipped model, named guided flipped learning (GFL) model, was proposed by embedding study-summary-quiz and think-pair-share strategies into the conventional flipped learning process to overcome the current challenges. To investigate the effectiveness of the proposed GFL model, a quasi-experimental study was conducted. The results showed that GFL significantly enhanced students’ engagement (behavioural, agentic, and emotional) and learning achievement. The proposed GFL model strengthens the quality of the pre-class learning activities and provides clear instruction for in-class learning activities. The results provide educational policy makers the means to effectively revise the conventional flipped model with GFL for lifelong learning.

Prevalence of self-reported symptoms of reproductive tract infections and promoting an awareness of reproductive health among adolescent girls through education approach in Kumbakonam rural region of Tamil Nadu state

ABSTRACT Introduction: Adolescent females in India particularly from rural areas indicate sparse sexual and reproductive health (SRH) information and are at risk of unfavourable sexual and reproductive health outcomes. Objectives: The study was primarily intended to assess the effect of structured interventional education on awareness and practices of school-going adolescent girls about sexual and reproductive health. Methods: This was an interventional study comprising of interactive strategies, namely peer-led approach, flipped learning, skit, scenario-based discussion and puppetry. The pre- and post-test was conducted among 1232 girls in selected schools at rural block in Kumbakonam rural region of Tamil Nadu State of India. Results: The participants reported statistically significant gain in knowledge, attitudes and practices about reproductive health due to educational intervention (P < 0.001). Nearly 50% of participants were aware about various contraceptive methods before intervention. The prevalence of self-reported symptoms of RTIs/STIs was 23.7%. Nearly more than half of participants were aware about various contraceptive methods. Conclusions: Peer-led education can be a potential health promotion strategy among adolescent population.

유아교육 전공 대학생들의 셀프리더십, 학습태도, 학업성취와의 관계에 대한 연구: 플립드러닝을 적용한 교직수업을 중심으로

Objectives As learner-centered teaching methods emerge as a new paradigm in education, the flipped learning approach is increasingly being utilized in universities. This study aims to identify the relationship between flipped learning attitudes and self-leadership among university students majoring in early childhood education, partic-ularly within teacher education courses. It seeks to determine which specific self-leadership strategies sig-nificantly influence learning attitudes and academic achievement. Through this analysis, the study intends to ex-plore the potential for effectively utilizing self-leadership in flipped learning in the future. Methods The subjects of the study were 61 first-year students majoring in Early Childhood Education at B University in Seoul. Data collection took place from March to June 2024. The collected data were analyzed using Jamovi 2.25 for correlation analysis, multiple regression analysis, and ANOVA. Results A positive correlation (r = .53) was found between flipped learning attitudes and self-leadership. Among the three self-leadership strategies, the constructive thought pattern strategies significantly influenced flipped learning attitudes. Differences between academic achievement groups were confirmed, particularly between the A-grade group and the B-grade group, in terms of flipped learning attitudes, self-leadership, and the constructive thought pattern strategies as a sub-strategy of self-leadership. Conclusions Self-leadership, particularly the constructive thought pattern strategies, plays an important role in the effective application of flipped learning and can enhance students' academic achievement. Instructors need to develop support measures that can strengthen this self-leadership for the successful implementation of flipped learning. The significance of this study lies in confirming the influence of self-leadership, especially the con-structive thought pattern strategies, in a flipped learning environment. Based on these findings, universities could establish strategies for teaching and learning and support students by utilizing self-leadership.

The Impact of Flipped Learning on Students` Critical Thinking; A Systematic Literature Review

Flipped learning is a revolutionary teaching method that disrupts traditional learning environments by providing instruction outside of the classroom. This strategy enables students to engage with the subject at their convenience and encourages active learning in the classroom. The current study is a comprehensive literature analysis that looks into the impact of flipped learning on student critical thinking skills. The Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) criteria were utilized to ensure that the article selection was valid and reliable. The articles were selected from some credible databases, such as Eric, Scopus, and ProQuest. After the selection procedure, the systematic review yielded 23 relevant articles to be further reported. Our analysis highlights that flipped learning practices are most commonly observed in natural science disciplines, including physics, mathematics, and chemistry. The majority of the studies employed quantitative methodologies, primarily utilizing quasi-experimental designs, and predominantly focused on university-level students in Asian countries. Notably, the findings indicate a substantial positive effect of online-based flipped learning on the enhancement of students' critical thinking skills, suggesting that this pedagogical approach can significantly benefit student learning outcomes.

Effects of Flipped Classroom Learning on Perception in Genetics Concepts among Secondary School Students in Gusau, Zamfara State, Nigeria

The study examined the effects of flipped classroom learning on perception in genetics concepts among secondary school students in Gusau, Zamfara State, Nigeria. The research design employed was quasi-experimental; specifically, pre-test, post test, non equivalent control group design. A sample of 279 SS 3 Biology students drawn using multistage sampling technique from 5,804 SS 3 students for 2020/2021 session from 29 senior secondary schools in Gusau Local Government Area, Zamfara State, Nigeria. Students’ Perception of Genetics Concepts Scale (SPGCS) was the instrument used in collecting data, as Pretest and Post-test. A reliability coefficient of 0.98 was found using Cronbach’s alpha. The data were analysed using mean, standard deviation and Independence Z-test at 0.05 level of significance. Results indicated that students taught using Flipped Classroom Learning possessed high level of perception in genetic concepts than those exposed to lecture method with significant difference in the mean perception scores. The findings equally indicated the insignificant difference between the perception of male and female students exposed to Flipped Classroom Learning. The study recommends among others that Biology teachers should be encouraged to use Flipped Classroom Learning as the main teaching strategy to improve students’ perception in genetics concepts in senior secondary schools. Similarly, Biology teachers should be trained by the Ministry of Education and other education agencies on effective procedures for implementing Flipped Classroom Learning for high level of perception in genetics concepts.

Exploring Challenges Influencing the Discontinued Utilisation of the Flipped Classroom Pedagogy: A Case of South Africa Underprivileged High School and Organic Chemistry

The COVID-19 pandemic accelerated technological advancements in education. However, when the threat of COVID-19 subsided some schools discontinued the use of technology-enhanced flipped classroom. This study reports on challenges that could have influenced the discontinued utilisation of technology-mediated flipped classroom model that supported some of the underprivileged high schools of South Africa during the COVID-19 era. While acknowledging that the final decision on whether to discontinue rests with the teachers, learner challenges are equally important as they can contribute to the teachers’ decisions. Hence, this study, anchored by the TPACK framework and Maslow’s hierarchy of needs theory, explored both learner and teacher challenges that influence discontinuation of the use of the flipped learning model. This entailed using semi-structured interviews of purposively selected teachers and learners (N=8) to close this gap in the literature on the use of flipped classroom in the post-COVID-19 era focusing on organic chemistry. Using deductive thematic analysis, the key challenges that could have contributed to the discontinuation of the use of this teaching model were identified as lack of access to Internet services, stable Wi-Fi and ability to navigate the online learning system, competence, motivation, effect of lack of support from the educational institutions and teacher overloading. These findings contribute to the literature on the continued use of this teaching model beyond emergencies such as COVID-19 by highlighting challenges that educational practitioners should be wary of. Additionally, the study has implications for the need to fast-track infrastructure and teacher professional development in underprivileged high schools.

The Effects of Flipped Classroom on EFL Students’ Autonomy and Motivation

This study examined the effects of teaching English using the Flipped Classroom Model (FCM) on EFL (English as a Foreign Language) students' autonomy and motivation. The students' perceptions of flipped language instruction were explored to conduct a detailed analysis of the implementation. A mixed-method research design, an explanatory sequential design, was used with 50 EFL students at a Turkish state university during the spring term of the 2022-2023 academic year. A quasi-experimental design was used to create a control (n = 25) and an experimental (n = 25) group. To collect quantitative data, both groups were pre-tested with two scales at the start of the term (the Attitude/ Motivation Test Battery and the Autonomy Perception Scale). The FCM was used to teach main course lessons to the experimental group in a preparatory school while the control group was trained using a traditional learning approach. At the end of the term, both groups were post-tested after eight weeks of implementation in the experimental group. The qualitative data were collected via semi-structured interviews conducted at the end of the implementation to assess the participants' perceptions and perspectives on the impact of the flipped classroom. SPSS 25.00 was used to analyze quantitative data. To assess the effects of the intervention paired sample t-tests and independent sample t-tests were used. Descriptive content analysis was used to analyze qualitative data. The findings of this study indicate that the FCM, if properly implemented in L2 main course classes, has the potential to significantly increase autonomous learning and motivation. In comparison to the traditional model, flipped learning offers benefits such as making learning more enjoyable, increasing students' self-confidence, and decreasing their fear of making mistakes.

A new approach to business ethics education: Virtual reality-based flipped learning

Paying attention to business ethics and educating ethical leaders and employees can impact organizational performance. Effective professional ethics education and learning can prevent administrative corruption, embezzlement and fraud in organizations. On the other hand, the development of digital technologies has created transformations in educational processes and methods. Evaluating the effectiveness of innovative teaching methods will greatly help the learning process of individuals and educational planning of business schools. Flipped learning is an educational approach in which students learn about course content before class. Accordingly, the aim of this research is to evaluate the impact of virtual reality (VR)-based flipped learning compared to the traditional method of teaching business ethics. This study was applied and quasi-experimental. Among business students of Shiraz University, 135 people were randomly divided into three groups. The first experimental group underwent training with the flipped learning method based on VR and the second experimental group underwent training with the traditional method and the third group was the control group. The control group didn't receive training and was selected only for the purpose of comparison with experimental groups. Pretest and posttest designs were used and the results of the three groups were compared using the Tukey test. The results showed that the two groups that received business ethics education had a significant difference compared to the control group. An important finding of this study revealed that among the two teaching methods, VR-based flipped learning had a greater impact on students' business ethics compared to the traditional teacher-centered approach. Accordingly, university managers and business ethics course instructors can facilitate the learning process using VR-based flipped learning. Designing simulation software for ethical scenarios is also a suitable solution for teaching business ethics.

Development of Flipped Classroom Based Learning Devices Assisted by the Nearpod Application in Integrated Thematic Learning in Third Class of Elementary Schools

The educational era influenced by the industrial revolution 4.0 is called Education 4.0, which is characterized by the use of computerized innovation in every educational cycle. The problem that researchers encountered at SDN 8 Lawang Kidul and SDN 16 Lawang Kidul was the lack of use of varied learning media and the use of technology. This research aims to develop a Nearpod application-assisted learning tool based on Flipped Classroom for integrated thematic learning in class III elementary schools that is valid, practical and effective. This research is included in Research and Development research which uses the ADDIE development model. Data collection uses observation, questionnaire interviews and written tests. The research subjects were class III students at SDN 8 Lawang Kidul and SDN 16 Lawang Kidul. Data analysis uses a Likert scale by looking at validation analysis, practicality and effectiveness of the Nearpod Application-Assisted Learning Tool based on Flipped Classroom. This research produced a flipped classroom-based learning tool assisted by the nearpod application in integrated thematic learning in class III of this elementary school, namely for material expert validators who got a score of 92%, media expert validators got a score of 96% and language expert validators got a score of 92%. For the practicality questionnaire, teacher responses scored 95.5% and for the practicality questionnaire, student responses scored 90.04%, which is categorized as very practical. The effectiveness test shows an increase in learning outcomes from an average of 54.002 to 87.46. Based on these results, it can be concluded that the flipped classroom-based learning device assisted by the nearpod application in integrated thematic learning in class III elementary schools meets the valid, practical and effective categories so that it can improve student learning outcomes.

Application of clinical case-guided, task-driven escape room teaching in nursing education: A quasi-experimental study

BackgroundIn the new era, the professional ability requirements for nursing personnel are no longer limited to traditional nursing knowledge and skills, but pay more attention to the cultivation and enhancement of their diversified abilities, such as humanistic caring ability, creative thinking, and so on. As a new type of education model that integrates gamification, flipped learning, and problem-based learning, escape room teaching plays an important role in effectively developing and stimulating students' humanistic care ability and creative thinking. PurposeTo investigate the effectiveness of an Escape Room teaching approach, clinical cases (C) as guide (G) and task (T) as driver (D) , within the CGTD model in the undergraduate Adult Nursing course. MethodUsing purposive sampling, 108 undergraduate nursing students in the class of 2020 were selected as the study subjects, and 11 innovative escape room teaching activities were conducted. Real clinical cases were selected, so that the student teams were immersed in clinical scenarios to complete the escape room game focusing on circulatory care, and the humanistic caring and creative thinking of the students in the two groups were compared before and after the intervention. ResultsNursing students' humanistic care and creative thinking scores at the end of the instruction were significantly better than those before the escape room instruction (P<0.05). ConclusionThe use of the CGTD-based escape room teaching method applied to adult nursing practice courses is an innovative teaching strategy that integrates theoretical knowledge into the game, which can significantly improve undergraduate nursing students' humanistic caring ability and creative thinking.

Flipped Learning Approaches and Student’s Academic Performance in Economics in Selected Government Secondary Schools within the Bamenda Municipality, North West Region, Cameroon

Purpose: The purpose of this research was to examine the impact of flipped learning approaches on the academic performance of students in economics in selected government secondary schools within Bamenda I and II municipalities. The study aimed to assess the effects of discussion-oriented flipped learning and the flipped teacher approach. The study involved 88 students from three government secondary schools out of a total of 460 students. Materials and Methods: The research used a quasi-experimental design and a mixed method sampling technique, with three schools (G.B.H.S Bamenda and Bamendakwe) as the experimental groups and one (G.H.S Bangshie) as the control group. Data was collected over a 3-week research period using pretest and posttest research instruments. Findings: The results, analyzed using mean scores and ANCOVA, showed a positive impact of flipped learning approaches on the academic performance of economics students compared to traditional methods. The mean scores of all flipped approaches were higher in the experimental groups at significant levels lower than 0.05, leading to the rejection of the null hypothesis. Implication to Theory, Practice and Policy: The study recommended the integration of discussion-oriented, group-based, and flipped teacher approaches into teaching practices to enhance students' academic performance in economics. It also suggested that the government provide training and support for teachers to develop their skills in using these innovative teaching approaches and recommended that educational institutions prioritize technology integration in classrooms to facilitate effective use of flipped learning approaches. The findings have implications for educational policymakers, teachers, and educational institutions seeking to improve student outcomes in economics and other subjects.

The effect of flipped learning on students’ basic psychological needs and its association with self-esteem

BackgroundModification of the learning environment enhances academic performance, and meta-motivational skills. Yet it is largely unknown which underlying cause potentiates these effects. The study’s goal is to analyse flipped classroom (FC) effect on basic psychological needs and self-esteem.Methods40 undergraduate medical students participated in a one-site two phased study. In Phase I, students attended a traditional lecture-based classroom (TC). In Phase II, the same group attended FC. Upon completion of each Phase students completed two questionnaires: Basic Psychological Need Satisfaction and Frustration Scale, and Rosenberg self-esteem scale.ResultsAutonomy satisfaction was significantly higher in FC (n = 40, z = 5.520, p < .001), the same tendency was seen for Competence satisfaction in FC (n = 40, z = 5.122, p < .001). As for the frustration of all three needs, the statistical difference was observed for all three subscales between TC and FC. In FC, autonomy (n = 40, z = − 5.370, p < .001), relatedness (n = 40, z = 4.187, p < .001), and competence (n = 40, z = − 5.323, p < .001) frustration was significantly lower. Self-esteem was significantly higher in FC (n = 40, z = 5.528, p < .001). In TC self-esteem negatively correlated with autonomy frustration, (r(38) = − 0.430, p < .01), and competence frustration, (r(38) = − 0.379, p < .05). In FC, self-esteem positively correlated with autonomy satisfaction (r(38) = 0.316, p < .05), and competence satisfaction (r(38) = 0.429, p < .01).ConclusionsFC better fulfils students’ basic psychological needs, specifically needs for autonomy and competence, and self-esteem compared to TC. Collaborative work, and academic scaffolding, contributes to behavioural engagement of students in the learning process. FC with the main focus on students’ active involvement may better meet millennials’ needs. Implementing validated questionnaires to measure students’ psychological needs should become a regular practice in medical schools, specifically during the process of curriculum redesign.

A Systematic Review of Flipped Learning in EFL Education

Research on flipped learning in English as a Foreign Language (EFL) education has garnered substantial scholarly attention in recent years. This systematic review aims to elucidate the potential of flipped learning within the framework of foreign language education. A total of thirty articles from Social Science Citation Index (SSCI) journals, published between 2018 and 2022, were included in this review based on predetermined inclusion and exclusion criteria. The analysis focused on examining the research contexts, methodologies and foci, learning management systems, learning theories, and learning activities. The findings indicate that the majority of studies predominantly involved higher education students, with a significant number employing a quasi-experimental research design. Furthermore, the flipped learning process was largely informed by constructivist learning theory. The results suggest that the primary advantage of flipped learning lies in its capacity to enhance students' writing, speaking, and overall academic performance. Additionally, the review underscores that the integration of emerging technologies, such as augmented reality, automatic recognition, and artificial intelligence chatbots, into learning activities serves as an effective strategy for improving students' language skills and engagement.

Using knowledge building and flipped learning to enhance students' learning performance in a hands‐on STEM activity

AbstractBackgroundSociety requires individuals to have the ability to synthesise knowledge from diverse sources, typically acquired through science, technology, engineering, and mathematics (STEM) education.Objectives and MethodsWe utilised a moderately rigorous design to investigate the effects of combining a hands‐on STEM activity with active learning approaches of knowledge building (KB) and flipped learning on the learning performance of 188 senior students. Students needed to work in groups to construct a remote‐controlled car using a remote‐control module and electrical circuit, followed by the task of putting balls into a basket.ResultsAfter the activity, all participants' STEM knowledge, learning motivation, and creativity improved. For STEM knowledge, students who received the integrated KB and flipped learning approach (E2 group) outscored those who received only KB (E1 group), whereas the E1 group outperformed those who received lectures (control group). For learning motivation, the E1 group outperformed the control group. The E2 group outperformed the control group on the post‐test only when the students' learning motivation pre‐test scores were lower, suggesting the effectiveness of both active learning approaches. For creativity, both E1 and E2 groups performed better than the control group.ConclusionsThe potential benefits of combining active learning approaches with hands‐on STEM activities were revealed in terms of STEM knowledge, learning motivation, and creativity. Surprisingly, the combination method was the most effective in energising unmotivated students for STEM education.

Dimension of Attitudes in Flipped Learning: Enjoyment, Engagement, Motivation, Behavioral Intention, and Perception

This research investigates the influence of video-based flipped learning on the attitudes of students in non-English language programs, focusing on enjoyment, engagement, motivation, behavioral intentions, and perception. The study employed a descriptive research design, collecting data through questionnaires administered to 30 students enrolled in non-English language courses. The findings reveal a significantly positive attitude towards flipped learning, with high scores in enjoyment and engagement indicating a preference for the interactive and dynamic nature of video-based learning environments. The study confirms that motivation and behavioral intentions are positively affected by the flipped model, enhancing students' proactive learning behaviors and overall engagement with the course material. Moreover, the positive perception of video-based learning among students suggests that this method supports a deeper understanding and retention of language skills. This research contributes to the educational discourse by demonstrating that flipped learning models can significantly improve learning experiences and outcomes in non-English language settings. Future studies are encouraged to explore the long-term impacts of flipped learning on language proficiency and retention, aiming to validate and expand upon the current findings.

Hybrid Pedagogies: Assessing the Effectiveness of Blended and Flipped Learning in Digital Learning Environments

This study assesses the effectiveness of hybrid pedagogies, particularly blended and flipped learning, in digital learning environments. Hybrid pedagogy combines traditional face-to-face instruction with online learning, offering a flexible and personalized approach that enhances student engagement, academic performance, and satisfaction. Blended learning integrates digital tools with inclass instruction, catering to diverse learning needs and improving learning outcomes. Finding of the study shows that flipped learning reverses conventional teaching models by delivering content outside the classroom, reserving class time for active, collaborative learning. Moreover, flipped learning fosters critical thinking, deeper knowledge retention, and improved academic achievement. Both blended and flipped learning models are effective in digital environments, offering innovative ways to engage students and improve learning outcomes Both pedagogical models shift educators' roles from content deliverers to facilitators, requiring professional development and new instructional strategies. These approaches also promote 21st-century skills like digital literacy, collaboration, and problem-solving, preparing students for the challenges of an evolving digital world. These hybrid pedagogies provide a flexible, personalized, and interactive learning experience, making them valuable tools in modern education. Conclusion of the study reveals that hybrid pedagogies provide a dynamic, student-centred framework that supports effective learning in digital contexts. Their successful implementation depends on adequate technological infrastructure, educator training, and continuous refinement of teaching strategies. These methods are instrumental in shaping the future of education by enhancing learning flexibility, engagement, and skill development.

A bibliometric analysis of research on flipped learning in EFL speaking classroom

A bibliometric analysis of research on flipped learning in EFL speaking classroom

Online active learning in undergraduate dental education: A scoping review.

Research on online active learning (OAL) in dental education has increased in recent years; however, this literature has yet to be comprehensively summarized to document the available evidence and identify research gaps. This scoping review aimed to comprehensively map the extent and depth of the research activity on OAL in undergraduate dental education. The review adhered to Arksey & O'Malley's multi-step framework and followed the PRISMA Extension Scoping Reviews guidelines. Searches were conducted in MEDLINE, Embase, Scopus, and ERIC databases for peer-reviewed primary research articles in English published between December 2013 and 2023. Four trained researchers independently screened titles, abstracts, and full-text articles for eligibility and extracted relevant data. All activities and information were cross-checked by the same researchers. A tested, methodologically-informed form was used for data extraction. Descriptive statistics and content analysis were used to summarize the extracted data. Thirty-five articles were included in the review. Most studies focused on dental students exclusively, with only two studies involving students and faculty. All studies performed outcome evaluations at reaction and/or learning levels. Problem-based learning, case-based learning, small group discussion, flipped learning, and blended learning were the most common active learning strategies employed. Dental students were satisfied with OAL and perceived it as beneficial for knowledge acquisition and skill development. Test results confirmed the improvement of knowledge through OAL. OAL has shown to improve learning outcomes in dental education; however, robust research designs are needed to further demonstrate its effectiveness in this educational context.

Development of E-Module in Problem-Based Learning (PBL) on Biotechnology Material to Increase Learning Independence and Understanding of Concepts for Class XII SMA Students

The aim of this study are determine the feasibility of developing an e-module in problem-based learning (PBL) with the flipped classroom learning method on biotechnology material to increase students' learning independence and understanding of concepts; determine the practicality of developing e-modules in problem-based learning (PBL) using the flipped classroom learning method for biotechnology material to increase students' learning independence and understanding of concepts; determine the effectiveness of e-module development in problem-based learning (PBL) using the flipped classroom learning method for biotechnology material to increase students' learning independence and understanding of concepts. The results of this research indicate that the e-module in problem-based learning (PBL) with the flipped classroom learning method is stated: very suitable for use based on the assessment of material experts with a value of 3.8 conversion 95 with a very feasible category and the assessment of media experts with a value 4.00 100 conversions with very decent category; very practical to use based on the results of the Biology Teacher's assessment with a score of 4.00 conversion 100 in the very feasible category and student assessment with a score of 3.87 conversion 97 in the very practical category; is effectively used to increase learning independence and conceptual understanding of phase F students based on the MANOVA test p &lt; 0.05. The development of an e-module in problem-based learning (PBL) using the flipped classroom learning method on biotechnology material is feasible, practical and effective to use.