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CHAPTER IV

FINDINGS

This chapter will describe the instrument used by the researcher to determine the

efficacy of applications of flipped instruction in the corporate training environment. The

instrument used to measure and test the researchers hypothesis that founded this study

was the Ordinal Coding Device (see Appendix B). The researcher evaluated literature

according to the coding categories established by the research questions that directed this

investigation. For the convenience of the reader, the research questions have been

included here:

1. How do corporate educators develop flipped content to enhance engagement?

2. Which pedagogical practices best complement eLearning content in order to

provide support and clarification for adult learners in a flipped environment?

3. How do corporate educators successfully ensure student compliance,

participation, and motivation in independent learning activities?

4. How is the efficacy of corporate flipped training measured?

This chapter has two sections; the first section is a categorization of the data by

coding category, and the second is a discussion of the data collection. The first section of

this chapter will be presented with both visual representations and narratives describing

the themes and topical observations that arose through the analysis of scholarly literature

relevant to the purpose of this study. The second section will define the successful

aspects of this research process, and make recommendations for continued investigation

of this hypothesis.
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Chapter IV begins with a discussion of the data categorization.

Data Categorization

Table 1

Categorization of Empirical Data by Figures, Tables and Research Questions

Related Research
Empirical Data Category Figure Table Question

Developing Content to Enhance

Engagement in the Corporate Flipped 2 3 1
Training Environment

Developing Pedagogical Practices for

the Corporate Flipped Training
3 4 2
Classroom

Assessing Compliance, Participation,

and Motivation in the Corporate
4 5 3
Flipped Training Classroom

Assessing the Efficacy of

Corporate Flipped Training 5 6 4

Table 1 serves as a key or guide for this section of the chapter, as it directs the

reader to the figures and tables that are representative of each of the four research

questions. Figures will represent the comparative data for each of the research questions,

while tables will report the statistical data including mean, median, mode, standard

deviation, and sample size.

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This section will examine the categorization of data on the efficacy of

applications of flipped instruction in the corporate training environment. The data was

collected from a body of research that was developed over the course of six months from

September 2016 to February 2017. During the research phase of this investigation the

researcher considered observations, case studies, action research, and content analysis

relevant to purpose of this study with specific regard to the themes outlined within the

research questions. A total of 100 documents were reviewed for the purpose of this study.

Of those 100 resources, 97 (N) scholarly, peer-refereed articles were examined through

content analysis and coded with the use of the Ordinal Coding Device (see Appendix B).

The remaining three resources were used to inform the research process and were thereby

not considered in the following data categorization and analysis.

For the purpose of coding, each piece of literature was scored on a 1-4 point scale

to mark its relevance and significance to the themes of this investigation. Articles

awarded a score of 1 were deemed irrelevant to the research question, because there was

no significant emphasis of related topics or concepts. Articles rated with a score of 4

were determined to be highly relevant because the content of the articles included

exemplary emphasis of topics related to this study.

To ensure depth and breadth of research for each coding category, the researcher

only considered the primary category of relevance during the initial phases of the

research process. For the category of Developing Content to Enhance Fngagement in

the Corporate Flipped Training Environment the researcher selected 26 articles. In the
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investigation of Developing Pedagogical Practices for the Corporate Flipped Training

Classroom, the researcher selected 30 articles. For the determination of Assessing

Compliance, Participation, and Motivation in the Corporate Flipped Training Classroom

the researcher found that 22 articles related. The remaining 19 articles were included for

their relevance and discussion of Assessing the Efficacy of Corporate Flipped Training.

For a summary of the total resources collected and grouped by primary coding category,

see Figure 1.
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4 8 6 8

Exemplary Emphasis with Citation (4) Strongly Emphasized (3) Emphasized (2)
0 8 6 16

1 5 7 9

Not Emphasized (1)

0 4 6 9
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Figure 1. Graphic Depiction of Summary of Resources Examined: Categorized by

Primary Coding Category

Because it was observed throughout the reading and research process that many

articles had the potential to satisfy more than one coding category, the researcher

reviewed each article and considered the relevance of content for each of the four coding

categories. This data was reported in a holistic scoring matrix, as shown in Table 2.

Table 2

Holistic Scoring Matrix for All Articles Examined

Total Number of Resources (N)= 97
Exemplary
Emphasis
Research Questions Not Emphasize Strongly with
Emphasized d Emphasized Citations
(1) (2) (3) (4)
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Developing Content
to Enhance
Engagement in the 30 28 29 10
Corporate Flipped
Training Environment

Developing
Pedagogical Practices
for the Corporate 8 34 25 30
Flipped Training
Classroom

Assessing
Compliance,
Participation, and
19 34 26 18
Motivation in the
Corporate Flipped
Training Classroom

Assessing the
33 35 14 15
Efficacy of Corporate
Flipped Training

As illustrated in Table 2, of the 97 total resources (N=97) cited in this report, 26

scholarly articles and studies were primarily coded as relevant to Developing Content to

Enhance Engagement in the Corporate Flipped Training Environment. Resources within

this category were focused on various forms of digital content and eLearning modalities

employed with the purpose of enhancing the engagement, motivation, and learning

experience for participants. Topics considered within this category included the
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application and design of game-based engines, video games, virtual reality, Massive

Open Online Courses (MOOCs), synchronous meetings and webinars, asynchronous

discussion boards, participation in online professional learning communities, and

adaptive learning programs employed in academic and corporate training environments.

Data culled from this research helped to inform recommendations for the successful

implementation of flipped instruction in the corporate environment with regard to content

and design.

After evaluating the discussion of this theme across the body of selected literature

(N=97), statistical comparative analysis was performed for the category of Developing

Content to Enhance Engagement in the Corporate Flipped Training Environment. This

analysis illustrated which specific eLearning modalities the authors found most

efficacious in engaging learners, and meeting established outcomes for training. Figure 2

provides a graphic representation of the data culled from the holistic coding of literature

assigned to this research question.

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30
29
28

10
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Figure 2. Graphic Depiction of Comparison of Articles Relevant to Developing Content

to Enhance Engagement in the Corporate Flipped Training Environment

As can be observed in the figure above, approximately 90% of the articles

examined did not explicitly promote the use of any one singular form of digital or

eLearning content. Because of this observation, the researcher elected to widen the focus

of the study to include a variety of articles that discussed the implementation of any type

of eLearning program that was successful in enhancing learner engagement in

educational and training applications. The 10 articles scored with a 4 promoted specific

types of content for educational and training purposes with precise detail and provision of

clear recommendations for effective design, application, and implementation. In Chapter

V, the researcher will elucidate the characteristics and aspects of those programs that

yielded the highest level of learner engagement, received positive learner intention, and

were most efficacious in meeting intended learning outcomes. Table 3 reflects the

statistical data for this coding category.

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Table 3

Statistical Representation of Comparison of Articles Relevant to Developing Content to

Enhance Engagement in the Corporate Flipped Training Environment
Total Number of Resources (N)= 97
Standard
Coding Category Mean Median Mode
Deviation

Developing Content to Enhance

Engagement in the Corporate 2.2 2 1 .996
Flipped Training Environment

In the initial research phase, 30 of the 97 resources were primarily categorized in

the Developing Pedagogical Practices for the Corporate Flipped Training Classroom

category. Literature within this category emphasized instructional approaches and

practices that were efficacious in providing support and clarification for adult learners in

an educational initiative. Topics included in this category were based upon

recommendations established by the Flipped Learning Network (2014), as well as

practices and strategies best aligned with the principles of andragogy as theorized by

Malcolm Knowles (Pappas, 2014). As the researcher observed themes and topics within

the literature that were relevant to the role and responsibilities of a professional

educator in the successful development and implementation of a learner-centered,

blended learning environment applicable to the needs of adult learners, she coded those
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articles within this category (FLN, 2014). Figure 3 illustrates the comparison of articles

in the evaluation of this coding category.

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30

25

8
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Figure 3. Graphic Depiction of Comparison of Articles Relevant to Developing

Pedagogical Practices for the Corporate Flipped Training Classroom

In the holistic coding of the selected literature (N=97), the researcher observed

that the majority of the literature reviewed within this investigation discussed the

significant impact that an educator, trainer, or organization can have on the learning

intentions, motivations, commitment, and learning flow of the participants. With 92% of

the literature emphasizing the necessity of an individual acting in the role of a facilitator

and custodian of learning, there is significant evidence to substantiate the central

hypothesis of this study. Recommendations for the successful implementation of flipped

instruction in the corporate training environment will be discussed at length in Chapter V,

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and also reported in a Proposed Instructional Model (see Appendix D). Table 4 reports the

statistical data of this process.

Table 4

Statistical Representation of Comparison of Articles Relevant to Developing

Pedagogical Practices for the Corporate Flipped Training Classroom
Total Number of Resources (N)= 97

Standard
Coding Category Mean Median Mode
Deviation

Developing Pedagogical Practices

for the Corporate Flipped Training 2.8 2 3 .975
Classroom

The researcher primarily assigned 22 of the 97 total resources to the Assessing

Compliance, Participation, and Motivation in the Corporate Flipped Training Classroom

category. All of the literature coded in this category identified the factors necessary for

motivating learners and participants to take part in independent learning activities in

order to ensure the success of potential applications of flipped instruction in a corporate

learning environment. Topics included in this study were related to the commitment and

engagement of participants in independent or isolated learning applications and which

factors worked to motivate and engender compliance with those initiatives. Figure 4
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provides a visual representation of the comparative analysis of the body of literature

relevant to this study.

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26

19
18
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Figure 4. Graphic Depiction of Comparison of Articles Relevant to Assessing

Compliance, Participation, and Motivation in the Corporate Flipped Training
Classroom

As 80% of the literature discussed ways to enhance user compliance,

participation, and motivation in independent learning opportunities, the researcher was

able to culminate a list of recommended best practices and pedagogical methods to

support successful application of flipped instruction in the corporate training

environment. This will be discussed in detail in Chapter V, and also presented in a

Proposed Instructional Model (see Appendix D). Table 5 reports the statistical data for

this research category.

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Table 5

Statistical Representation of Comparison of Articles Relevant to Assessing Compliance,

Participation, and Motivation in the Corporate Flipped Training Classroom
Total Number of Resources (N)= 97

Standard
Coding Category Mean Median Mode
Deviation

Assessing Compliance,
Participation, and Motivation in the
2.4 2 2 1.01
Corporate Flipped Training
Classroom

The remaining 19 resources were initially coded to Assessing the Efficacy of

Corporate Flipped Training. Articles within this category included case studies and

content analysis that delineated specific criteria that should be considered to effectively

assess the efficacy and potential for applications of flipped instruction in corporate

learning environments. Through this research process, the researcher was able to observe

repeated mention of factors and characteristics present in the efficacious implementation

and application of eLearning and digital content, blended learning initiatives, and online

learning programs. Figure 5 illustrates the comparative analysis for this coding category.
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35
33

15
14
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Figure 5. Graphic Depiction of Comparison of Articles Relevant to Assessing the

Efficacy of Corporate Flipped Training

As the graph above suggests, many of the authors made the recommendation for

further study and consideration of assessment criteria and methods for eLearning,

blended learning, and online learning programs in corporate training environments.

Therefore, the researcher worked to create a recommended list of criteria that would be

useful in developing an assessment device to measure the efficacy of corporate flipped

training. This is described fully in Chapter V. Using these findings, the researcher was

able to develop a rubric that could be used to effectively evaluate the efficacy for the

application of flipped instruction in the corporate training environment (see Appendix E).

Table 6 illustrates the statistical data from this portion of the study.

Table 6
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Statistical Representation of Comparison of Articles Relevant to Assessing the Efficacy of

Corporate Flipped Training
Total Number of Resources (N)= 97

Standard
Coding Category Mean Median Mode
Deviation

Assessing the Efficacy of Corporate

2.1 2 2 1.05
Flipped Training

The figures and tables within this section aided the researcher in the substantiation

of the claims and recommendations that are presented in Chapter V. Using the data

tables, figures, and Ordinal Coding Device, the researcher was able to observe trends that

helped to define the scope and focus of the study. Figure 6 illustrates the statistical data

resulting from the comparative analysis and coding of the body of relevant scholarly

literature.
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Mean Median Mode Standard Deviation

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Figure 6. Graphic Depiction of Statistical Data from Comparative Analysis of Literature

Data Discussion

At the start of the coding process, the researcher sought to survey relevant

literature and studies that would substantiate the hypothesis of this study regarding the

potential applications of flipped instruction for the corporate training environment. The

purpose of this study is to identify the lessons that can be learned from existing

educational research concerning the efficacy and practice of flipped instruction in order

to inform the design and delivery of corporate training programs that engender authentic

learning for their employees. This research is intended to determine ways that

instructional designers can develop content that will foster professional development,
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reduce employee turnover, support progress and growth for the company, and assist

individuals in avoiding skill obsolescence.

Because there was insufficient evidence reporting on the efficacy of application of

flipped instruction in the corporate training environment, the researcher had to first

identify the potential benefits of this hypothetical practice. Through careful preliminary

examination of case studies and reports of action research reports regarding the

application of flipped instruction in elementary, middle, and high schools as well as in

higher education institutions, the researcher was able to identify topics and conceptual

frameworks that would aid in the development of salient research questions that would

determine the efficacy of her hypothesis.

Using the four research questions as analytical lenses, the researcher was able to

observe trends and patterns discussed in selected literature that worked to inform a model

for the applications of flipped instruction in the corporate learning environment. As there

was no limitation placed upon literature considered in terms of geographical region or

industry type, the researcher was able to consider a wide and varied range of instructional

approaches and applications of eLearning and digital content that positively affected the

efficacy of training initiatives. Through careful analysis, trends and patterns in human

learning behaviors, perceptions, needs, and intentions were observed. This was

successful in informing the design of an instructional plan that has the potential to

support the diverse needs of a wide-range of personality and learner types.

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As the researcher is primarily an educator, much of the analysis done in this

investigation was considered from an instructors perspective. While this is helpful in

illustrating the steps necessary in the implementation and development of a successful

flipped corporate training program, much of the research considered at the close of the

research process also identified a significant need for organizational support. Due to the

significant influence an organization can have on user perceptions and inherent value in

training, this became an increasingly significant theme discussed in the research. Most

studies discussed the significant effect that workplace culture and organizational value of

training has upon the attitudes of the learner, so the researcher recommends an additional

research category to measure the impact of the learning environment: Establishing an

environment of learning and culture of professional growth. Any continued scholarly

investigation of this hypothesis would benefit from considering this theme as a fifth

analytical lens.

Summary

Chapter IV reported the statistical data and findings from this study. Through

critical analysis of 97 articles, the researcher was able to evaluate a body of relevant

literature in order to determine trends and themes regarding best practices and methods

for corporate training on a global scale. Through the consideration of a wide-array of

industries, the researcher was able to consider essential characteristics of efficacious

training programs for all personality and learner types. Through the use of an Ordinal
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Coding Device (see Appendix B), the researcher was able to derive comparative data

points that were reported through visual, statistical, and narrative representation.

For each of the four coding categories, the researcher reported the data for

primary coding, holistic scoring, and comparison of articles based on relevance of

content. In addition, the researcher provided the mean, median, mode, standard

deviation, and sample size for each research question and the investigation as a whole.

While the researcher was able to substantiate the hypothesis of this study through

content analysis, there is a great deal of evidence present in the body of literature that

recommends the necessity of establishing an environment of learning and culture of

professional development in order to fully realize the potential of applications of flipped

instruction in the corporate training environment. As such, the researcher recommends

future researchers consider the use of a fifth coding category that considers how an

organization can best support this initiative to help the trainer or instructor in the

implementation and development of an efficacious flipped corporate training

environment. In Chapter V, the researcher will include some discussion of her research

regarding that prevalent theme.

Chapter V will consist of the researchers interpretation of the data shared in

Chapter IV.