Using importance-performance analysis to guide instructional design of experiential learning activities

Abstract

Designing experiential learning activities requires an instructor to think about what they want the students to learn. Using importance-performance analysis can assist with the instructional design of the activities. This exploratory study used importance-performance analysis in an online introduction to criminology course. There is limited research on experiential learning in online courses as well as empirical data to assist with the instructional design of the experiential learning activities. The primary goal of this article is to demonstrate the use of importance- performance analysis to guide the instructional design of experiential learning activities.