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An online learning community is defined as the context where knowledge sharing takes place virtually. Prior research has revealed that it is fundamentally important for higher education institutions to leverage on internal and external sources of knowledge, which can improve the value of relational capital. However, in a higher education setting, the positive effects of relationship improvement because of knowledge sharing can be jeopardized by the circulation of unverified information (i.e. counter-knowledge). The purpose of this study has been to analyse if online learning communities can counteract the effects of counterknowledge.

This study examined the relevance of online learning communities to counteract counter-knowledge, along with how this, in turn, can affect the creation of relational capital from the perspective of 210 undergraduate students using partial least squares.

Results support that online learning communities may help universities to not only create relational capital but also contribute to clarify misunderstandings and prevent counter-knowledge learned from badly informed sources.

There has been very limited research aimed at developing an adequate framework to analyze the role played by unverified information in universities. Therefore, this study fills this gap and proposes a framework focusing on the concept of online learning communities.

Knowledge acquired from sources of unverified information such as gossip, partial truths or lies, in this paper it is termed as “counter-knowledge.” The purpose of this paper is to explore this topic through an exploration of the links between a Hospital-in-the-Home Units (HHUs) learning process (LP), counter-knowledge, and the utilization of communication technologies. The following two questions are addressed: Does the reduction of counter-knowledge result in the utilization of communication technologies? Does the development of counter-knowledge hinder the LP?

This paper examines the relevance of communication technologies to the exploration and exploitation of knowledge for 252 patients of a (HHU) within a Spanish regional hospital. The data collected was analyzed using the PLS-Graph.

To HHU managers, this study offers a set of guidelines to assist in their gaining an understanding of the role of counter-knowledge in organizational LPs and the potential contribution of communication technologies. Our findings support the proposition that the negative effects of counter-knowledge can be mitigated by using communication technologies.

It is argued in this paper that counter-knowledge may play a variety of different roles in the implementation of LPs. Specifically, the assignment of communication technologies to homecare units has given them the means to filter counter-knowledge and prevent users from any possible problems caused by such counter-knowledge.

The environments provided by classrooms to facilitate learning among students can be seen as useful vehicles for making meaning out of gossip, lies, exaggeration and partial truths (i.e. counter-knowledge). This paper aims to focus on professional learning communities as a process to counteract the problem of counter-knowledge.

This paper has analysed the relationships between professional-learning communities and counter-knowledge using an empirical study of 210 undergraduate students to identify whether there is a significant impact on student achievement by professional learning communities. This study uses PLS-Graph software version 3.0 to conduct an analysis of the data collected.

Outcome findings support that professional learning communities provide a way of counteracting counter-knowledge and the noise heard through gossip, lies, exaggeration and partial truths.

Results also confirm that counter-knowledge is a variable that, when controlled, has the effect of strengthening the relationship between learning and student achievement.

This study aims to investigate the concept of “practical wisdom” which may be defined as the ability to effectively manage one’s rational knowledge and to read and respond appropriately to the interplay of other people's emotions and one's own and their values. The aims of this study also are (1) to investigate the relationship between the spiritual, emotional and rational capacities which underpin practical wisdom and (2) to analyse the relationship between the practical wisdom co-created in and between individuals through these three capacities.

This study adopts a case study methodology by considering the experience provided by a group of hikers who organized a trip to cross the island of Gran Canarias and its natural parks.

This study proposes that the presence of spiritual, emotional or rational capacities can boost individual self-awareness, self-control and empathy, which can help workers in general and knowledge workers, in particular, more effectively tackle difficult situations, remain calm and collectively develop and enact appropriate responses to these situations. Therefore, results show that the concept of practical wisdom allows for the identification of both the nature of the capacities that contribute to the effective handling of difficult situations and them and the balance that needs to be developed between them.

For knowledge workers, the study provides a framework and an explanatory framework to help them understand how rational, spiritual and emotional capacities both interact and are operationalized to tackle difficult problems. Furthermore, it enables them to identify situations where success to consider such interactions, leads to develop and implement appropriate responses to such situations.

A proper balance of emotional, rational and spiritual capacities may enable people to have a more holistic vision of difficult situations, allowing the finding of appropriate solutions to complex problems (i.e. practical wisdom). This study contributes to strengthening knowledge workers' perception and understanding of the links between the knowledge stocks and knowledge flows that relate to a practical perspective of wisdom.

Counter-knowledge is knowledge learned from unverified sources and can be classified as good (i.e. harmful, for instance, funny jokes) or bad (for example, lies to manipulate others’ decisions). The purpose of this study is to analyse the relationship between these two elements and on the possible reactions they can induce on people and institutions.

The relationships between good and bad counter-knowledge and the induced reactions – namely, evasive knowledge hiding and defensive reasoning – are analysed through an empirical study among 151 Spanish citizens belonging to a knowledge-intensive organization during the COVID-19 pandemic. A two-step procedure has been established to assess a causal model with SmartPLS 3.2.9.

Results show that good counter-knowledge can lead to bad counter-knowledge. In addition, counter-knowledge can trigger evasive knowledge hiding, which, in turn, fosters defensive reasoning, in a vicious circle, which can negatively affect decision-making and also cause distrust in public institutions. This was evidenced during the covid-19 pandemic in relation to the measures taken by governments.

This study raises the awareness that counter-knowledge is a complex phenomenon, especially in a situation of serious crisis like a pandemic. In particular, it highlights that even good counter-knowledge can turn into bad and affect people’s decisional capability negatively. In addition, it signals that not all reactions to the proliferation of counter-knowledge by public institutions are positive. For instance, censorship and lack of transparency (i.e. evasive knowledge hiding) can trigger defensive reasoning, which can, in turn, affect people’s decisions and attitudes negatively.