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Editorial

Editorial THE AMERICAN JOURNAL OF DISTANCE EDUCATION, 17(1), 1–5 Copyright © 2003, Lawrence Erlbaum Associates, Inc. Network Systems: The Emerging Organizational Paradigm One of the projects that I have been most proud to be associated with is in Brazil, where distance education is used to provide on-the-job training for some thirty thousand teachers in twenty thousand schools in the least de- veloped parts of that country. Apart from the satisfaction of contributing to the enrichment of a huge number of children, their teachers, and their com- munities, I value this experience as a demonstration of what I have called the network system of distance education. In this particular case, the teacher education is provided through a network of local, state, and na- tional administrative and funding resources; several thousand part-time trainers; a score of training institutions and universities, using every tech- nology from printed study guides to online data management; and—here is a key point—only a handful of full-time employees to manage and monitor the system (see http://www.mec.gov.br/seed/proform/Apresentacao.shtm). The organizational theory of networks, illustrated with some North American examples, is explained by the Canadian scholars Andrew Woudstra and Marco Adria in a chapter prepared for the new Handbook of Distance http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png American Journal of Distance Education Taylor & Francis

Editorial

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Editorial

Abstract

THE AMERICAN JOURNAL OF DISTANCE EDUCATION, 17(1), 1–5 Copyright © 2003, Lawrence Erlbaum Associates, Inc. Network Systems: The Emerging Organizational Paradigm One of the projects that I have been most proud to be associated with is in Brazil, where distance education is used to provide on-the-job training for some thirty thousand teachers in twenty thousand schools in the least de- veloped parts of that country. Apart from the satisfaction of contributing to the enrichment of a...
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Publisher
Taylor & Francis
Copyright
Copyright Taylor & Francis Group, LLC
ISSN
1538-9286
eISSN
0892-3647
DOI
10.1207/S15389286AJDE1701_1
Publisher site
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Abstract

THE AMERICAN JOURNAL OF DISTANCE EDUCATION, 17(1), 1–5 Copyright © 2003, Lawrence Erlbaum Associates, Inc. Network Systems: The Emerging Organizational Paradigm One of the projects that I have been most proud to be associated with is in Brazil, where distance education is used to provide on-the-job training for some thirty thousand teachers in twenty thousand schools in the least de- veloped parts of that country. Apart from the satisfaction of contributing to the enrichment of a huge number of children, their teachers, and their com- munities, I value this experience as a demonstration of what I have called the network system of distance education. In this particular case, the teacher education is provided through a network of local, state, and na- tional administrative and funding resources; several thousand part-time trainers; a score of training institutions and universities, using every tech- nology from printed study guides to online data management; and—here is a key point—only a handful of full-time employees to manage and monitor the system (see http://www.mec.gov.br/seed/proform/Apresentacao.shtm). The organizational theory of networks, illustrated with some North American examples, is explained by the Canadian scholars Andrew Woudstra and Marco Adria in a chapter prepared for the new Handbook of Distance

Journal

American Journal of Distance Education – Taylor & Francis

Published: Mar 1, 2003

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