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This study aims to recognize the challenge of identifying deceptive information and provides a framework for thinking about how we as humans negotiate the current media environment filled with misinformation and disinformation.

This study reviews the influence of Wilson’s (2016) General Theory of Information Behavior (IB) in the field of information science (IS) before introducing Levine’s Truth-Default Theory (TDT) as a method of deception detection. By aligning Levine’s findings with published scholarship on IB, this study illustrates the fundamental similarities between TDT and existing research in IS.

This study introduces a modification of Wilson’s work which incorporates truth-default, translating terms to apply this theory to the broader area of IB rather than Levine’s original face-to-face deception detection.

False information, particularly online, continues to be an increasing problem for both individuals and society, yet existing IB models cannot not account for the necessary step of determining the truth or falsehood of consumed information. It is critical to integrate this crucial decision point in this study’s IB models (e.g. Wilson’s model) to acknowledge the human tendency to default to truth and thus providing a basis for studying the twin phenomena of misinformation and disinformation from an IS perspective. Moreover, this updated model for IB contributes the Truth Default Framework for studying how people approach the daunting task of determining truth, reliability and validity in the immense number of news items, social media posts and other sources of information they encounter daily. By understanding and recognizing our human default to truth/trust, we can start to understand more about our vulnerability to misinformation and disinformation and be more prepared to guard against it.

Among the various applications involving the use of microwave energy, its growing utility within the mining industry is particularly noteworthy. Conventional grinding processes are often overburdened by energy inefficiencies that are directly related to machine wear, pollution and rising project costs. In this work, we numerically investigate the effects of microwave pretreatment through a series of compression tests as a means to help mitigate these energy inefficiencies.

We investigate the effects of microwave pretreatment on various rock samples, as quantified by uniaxial compression tests. In particular, we assign sample heterogeneity based on a Gaussian statistical distribution and invoke a damage model for elemental tensile and compressive stresses based on the maximum tensile stress and the Mohr–Coulomb theories, respectively. We further couple the electromagnetic, thermal and solid displacement relations using finite element modeling.

(1) Increased power intensity during microwave pretreatment results in decreased axial compressive stress. (2) Leveraging statistics to induce variable compressive and tensile strength can greatly facilitate sample heterogeneity and prove necessary for damage modeling. (3) There exists a nonlinear trend to the reduction in smax with increasing power levels, implying an optimum energy output efficiency to create the maximum degradation-power cost relationship.

Previous research in this area has been largely limited to two-dimensional thermo-electric models. The onset of high-performance computing has allowed for the development of high-fidelity, three-dimensional models with coupled equations for electromagnetics, heat transfer and solid mechanics.

Faith-based nonprofit organizations often do not track the transformational outcomes of programs because these outcomes are considered intangible and difficult to quantify. Bible League International’s (BLI) Board of Directors commissioned the development of an instrument to assess the transformative impact of BLI’s programs. This was accomplished in collaboration with the Metadigm Group. From field interviews and from relevant literature, three measurement domains emerged: Program Participant Outcomes, Worker Capacity and Affiliation, and Program Function. In pilot tests, qualitative methods were used to refine the instrument. Due to time and budgetary restraints, the project ended prior to conducting reliability studies. This case study presents factors driving faithbased nonprofits to measure transformational outcomes, exposes some of the methodological challenges in accessing transformational outcomes, and provides an approach to developing an instrument to quantify transformational outcomes

Within the expansive body of literature on knowledge management, very little research is found that examines the use of teams as a sub‐process for knowledge management. This article addresses this limitation by seeking to provide a theoretical framework that examines the similarities between the benefits of incorporating teams into the workplace and incorporating knowledge management principles. Recognizing that knowledge management has several critical dimensions, the framework that ties workplace teams to each of these knowledge management dimensions is built. Knowledge management and teams in the workplace are viewed at the individual, team and organizational level of analysis.

This is a conceptual paper that reviews current literature on teams and matches the functions of teams to those of knowledge management critical dimensions as outlined by Argote et al. knowledge management context and knowledge management outcomes.

The deficit in current literature is identified by placing teams as a sub‐process for knowledge management. Additionally, the benefits teams can have on an organization within the knowledge management process are identified.

The research contributes to the field by offering a framework that can serve to further the research on utilizing teams as a sub‐process to knowledge management. Teams are identified as a sub‐process to the knowledge management process within an organizational framework.

The purpose of this study is to provide researchers with a better understanding of the cultural impact on information processing in virtual learning environment.

This study uses a causal loop diagram to depict the cultural impact on information processing in the virtual human resource development (VHRD) learning platform. This study takes a theoretical approach and examines current literature pertaining to VHRDs, virtual worlds (VWs), system dynamics, causal loop diagrams (CLDs) and cross-cultural studies.

This study provides a conceptual model to describe and discuss the cultural impact on information processing in VHRD.

Literature has begun to reflect the concerns with cultural impact in VHRD; however, research is still in the beginning stages. This study proposes a conceptual model of information processing that includes the cultural impact. Future work based on this study will continue to test and improve the conceptual model.

The conceptual model accounts for the complexities of the interaction between internal and external information processing systems. Instructional designers or educators can apply this conceptual model to understand the impact of culture on information process during training programs in the VHRD environment. With this model, they could provide an effective or efficient training programs for their trainees.

The conceptual model adopts a systemic viewpoint to describe the cultural impact on VHRD. For future studies, researchers could adopt this conceptual model to further illustrate the association between understanding information processing and recognizing the cultural impact on information processing.

This study provided a framework for HRD researchers and practitioners to detect challenges and opportunities to work with cultural impact on information processing in VHRD. Instructional designers or educators could utilize this model to understand the process, and further offer an effective or efficient training programs for their trainees.

Understanding electricity use behaviour is considered one of the strategies to achieve sustained electricity management in buildings. The lack of understanding of occupants’ electricity use behaviour has been found to cause various environmental and ecological issues. This paper aims to investigate the factors influencing occupants’ inefficient use of electricity in buildings becomes a vital area of study to achieve maximum benefit in the area of electricity management.

The study adopted a quantitative survey and questionnaire as instruments for gathering relevant information from end-users in the study area, and the data collected were analysed using descriptive and inferential statistics.

The major factors influencing the electricity use behaviour of students in the study area were attributed to their level of awareness, personal beliefs and attitude towards electricity, managerial influences and economic factors.

The threats to the environment and ecology necessitate immediate attention to the elements that impact students’ electricity use habits. This research explains the key elements that might impact students’ electricity consumption habits in buildings. Understanding these key characteristics will provide policymakers with vital knowledge of its prevalence.

The aim of this paper is to provide discursive background to a consideration of higher education's approach to online learning and set out the terms of engagement represented by the articles in this issue.

The paper is in the form of a narrative surveying the state of the discourse on online learning and providing a brief introduction to each of the articles.

The paper finds that history of online education has been compressed into a brief period, but it has already undergone several phases: from initial euphoria over the possibilities for expanded enrollments to a realization that online learning posed a new set of knotty pedagogical and institutional issues, to a current maturing phase. In this latter phase there is a pressing need for a public dialog that addresses the institutional challenges inherent in online education, and that provides examples of successful experiences and even specific guidelines for any institution or program involved with – or considering initiation of – an online program. This special issue of On the Horizon is intended as a contribution to this dialog.

The paper establishes a framework for in‐depth consideration of the issues addressed in this issue of On the Horizon.

Lifelong learning needs to be visualized as the milestone for generating a progressive and knowledge society. Because it is through lifelong learning that one can continuously upgrade one's knowledge and acquire the relevant skills for getting livelihood opportunities. Moreover, for ensuring a sustainable and advanced society in the 21st century industrial setup, people are desirous to receive a global form of learning as they tend to follow the principle, that is, “earning while learning”. In this context, the various types of online courses, Massive Open Online Courses (MOOCs) and Open Educational Resources (OERs) provide myriad opportunities to the people by introducing them to a global form of learning. Against this background, the introduction of MOOCs in India for providing lifelong learning opportunities might work in a big way. However, to what extent, can MOOCs promote the idea of lifelong learning in a vast country like India needs to be discussed in greater detail.

While writing the paper, descriptive research methodology has been used. The sources such as Report of Census 2011, Human Development Report 2016, 2018, Economic Survey 2016 are also consulted. Analysis has been done based on the data extracted from the secondary source of information.

The literature review made in the paper implies that the educational institutes across India may adopt some of the good national and international practices for transforming the society and produce some need-based MOOCs under the SWAYAM platform with regard to providing opportunities of lifelong learning. Thus, the courses run through SWAYAM should help in achieving the three cardinal principles of the Indian Education – access, equity and quality. However, there are many challenges to be met while the adoption and development of MOOCs for the purpose of lifelong learning in India are taken into consideration. The current modes and popularity of digitally offered education in India thus need to be justified.

The discussions made in the paper are limited to a reference to the Indian MOOCs particularly under SWAYAM, and it is a general study only.

It is important to note that a new kind of transformation is currently being initiated across the world by encouraging more and more online interventions in the field of education. In fact, various studies are also being conducted on the implementation of online courses across the world, particularly in the developed countries where more than 70% education is delivered online. However, in a country like India, the practical utility or the implementation of the online courses such as MOOCs is not so popular even at present, and it is only limited to a small section of the society. The University Grants Commission (UGC) with a view to promoting CBCS as well as Credit Transfer made 20% course delivery through MOOCs mandatory in Indian higher education. However, the CBCS system itself has several loopholes considered in the Indian context, as it was launched without sufficient ground work, and no one seems to have a clear idea of its implementation method. The UGC's move was to introduce a system of education that would help in bringing parity of Indian higher education with Western or European higher education systems. This paper shall try to imply how the Indian MOOCs should be used in providing lifelong learning opportunities to the people of the country.

This paper refers to a new social constructivism initiated through MOOCs, where a learner can directly interact with the people in the community, share their own ideas and thoughts and collectively undertake new researches. This is sure to transform the Indian society in the days to come, although a study on the usefulness of the existing MOOCs is of utmost necessity

This paper reiterates the necessity of a detailed study of the available MOOCs in India based on the findings of the common problems and challenges of MOOCs development and implementations that need to be resolved first. Then the paper provides an analysis of this situation so that one could develop or adopt a MOOC in order to meet one's need of lifelong learning in a country like India.