Using theory of constraints in E-Learning for overcoming internal, external, cultural, and international constraints

Journal of the Academy of Business and Economics, March, 2005 by Myron Hatcher, Matthew Yen

For the e-learning, students are challenged to work on a group project where they do an information audit of a local company. From the professor's perspective, it is critical that student groups turn in their own works. This concern was addressed earlier with the 'cloud' Table 6. From the students' perspective, they must learn how to plan their own project. This starts with the interviewing managers, identifying the missions, products and services of the chosen company. Next is the development of critical success factors, which indicates what information is most important. These are further strengthening with Input Process Output diagrams and systems diagrams. Lastly the critical data is defined and strengthened.

The ambitious target tree (ATT) is a nice tool for the students to clarify thoughts and 'visualize' what obstacles must be overcome to deliver a project which meets all required criteria. Table 8 provides an example of how students may apply this tool to tackle their own project.

6. APPLICTION: VISUAL BASIC PROGRAMMING COURSE

Many people learn programming skill on there own. Therefore, structured programming is a class ideally suited for delivery by E-learning. Instructors may plan the class by using the cause-effect process, the branch--also known as transition tree. Instructors can also tie the grading scheme, A, B, C, D and F, in the branch to reflect stages of learning, expectations, obstacles and actions the students may take to achieve intermediate objectives (IO s) as shown in the following diagram. The teacher may expand this branch in a separate diagram if students are having difficulties with a particular intermediate objective. From the students' perspective, they must learn how to plan their own project.

The ambitious target tree (ATT) is a nice tool for them to clarify thoughts and 'visualize' what obstacles are in order to deliver a project which meets all required criteria. Table 9 represents how students may apply this tool to tackle their own project.

7. DISCUSSION AND CONCLUSIONS

This new paradigm in education, E-learning, involves a complex web of people from many cultures and throughout the world, equipment, methods, materials and measures. Changing technologies, emerging disciplines, information explosion, complex policies and legal issues, etc. all complicate its delivery. Behavioral changes, habit and attitude adjustments on the part of both the Professors and students are pre-requisites for successful E-Learning. The world view that needs to be integrated in any course or curriculum is a challenge and will evolve overtime. TOC offers critical thinking and visual communication tools in identification of the critical constraints. Instructors as well as students benefit from TOC in the design and planning of E-learning courses, including conflict resolution.

Instructors can use TOC to design the E-learning course to achieve multicultural goals or single culture goals made possible by the E-Learning environment. This clarity with the TOC design process will enhance the likelihood of the learning goals being accomplished.