Using Importance-Performance Analysis to Guide Instructional Design of Experiential Learning Activities

Authors

  • Sheri Anderson University of North Carolina Wilmington
  • Yu-Chang Hsu Boise State University
  • Judy Kinney University of North Carolina Greensboro

DOI:

https://doi.org/10.24059/olj.v20i4.732

Keywords:

Importance-performance analysis, distance education, experiential learning, online

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.

Author Biographies

Sheri Anderson, University of North Carolina Wilmington

Sheri Anderson graduated from UNC Wilmington with a BA in Art History. She is a former special education teacher and currently holds and Master of Science degree in Instructional Technology. She is now employed with the Office of e-Learning at UNCW as an Instructional Designer/Faculty Liaison and is currently working towards her Ed.D in Educational Technology from Boise State University.

Yu-Chang Hsu, Boise State University

Yu-Chang is an Associate Professor of Educational Technology at Boise State University. He has a PhD in Instructional Systems and a minor in Educational Psychology from Pennsylvania State University.

Judy Kinney, University of North Carolina Greensboro

Judy Kinney is a licensed and certified therapeutic recreation specialist as well as a certified child life specialist. She has an undergraduate degree in Recreation with a Therapeutic Recreation emphasis from Virginia Commonwealth University, a master’s degree in Therapeutic Recreation from Southern Illinois University and a doctorate of philosophy in Educational Psychology with a dual emphasis in psychometrics and child development from Temple University. She has over 15 years of teaching experience, first teaching as an adjunct faculty in the Therapeutic Recreation program at Temple University, as an associate professor in Therapeutic Recreation at Lincoln University in Pennsylvania, taught as a visiting associate professor in Child Life at the University of Southern Mississippi and most currently was a lecturer and internship coordinator in Recreation Therapy at the University of North Carolina Wilmington. Judy has close to 20 years’ experience as a CTRS working in a variety of settings including Behavioral Health inpatient and community based programs, inpatient Pediatric Rehabilitation, and a residential facility working with individuals with Intellectual Disabilities. Her research interests include pediatric pain management, the impact of disability and hospitalization on child development, complementary and alternative medicine interventions, curriculum standardization, violence prevention in schools, and assessing student learning.

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Published

2016-12-16

Issue

Vol. 20 No. 4 (2016)

Section

Section II

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