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The development of information technologies has led to the rapid evolution of learning approaches and educational solutions, with a focus on active learning. In the context of the transformative learning paradigm, active learning strategies are aligned with student-centered education, enabling learners to engage with complex concepts and practical challenges critically. This chapter presents a semi-structured literature review investigating the adoption of online active learning methods in the context of economics education and its potential to promote transformative learning. The main contribution of this chapter is the development of a framework for integrating online active learning strategies in economics education, grounded in the principles of transformative learning as described by Mezirow. The proposed framework highlights the importance of designing online learning experiences that support critical reflection, dialogue, and self-directed learning and suggests strategies for promoting student engagement and collaboration in the online environment. The impact of this approach on active learning practices in (higher) education is significant, as it provides educators with a roadmap for designing online learning experiences that foster transformative learning and promote student success in the post-pandemic era. The chapter concludes with policy recommendations and future research directions for enhancing the adoption and efficacy of online active learning strategies in economics education.

The chapter illustrates why blended learning should be the minimum threshold that teachers of higher education should meet to address the students' dynamic needs, demands, and preferences. It shows how COVID-19 disrupted the status quo of the global education system, warranting schools to transition to online education fully. The chapter starts by addressing the pre-COVID-19 learning strategies. Schools mainly adhered to traditional face-to-face teaching in classrooms. Nevertheless, the COVID-19-related restrictions (lockdowns) coerced them into introducing e-learning, which was a new experience for most teachers and students. This situation made educators realize they can successfully incorporate virtual learning into their pedagogy, allowing them to implement a blended system. Moreover, the section identifies the main blended learning models that teachers can use depending on their choices, students' preferences, and institutions' resources and capabilities. These frameworks are face-to-face driver, rotation, flex, online lab, and self-blend methods. They have different approaches as well as merits and limitations. The chapter contributes to active and transformative learning by introducing more attractive, relevant, and flexible teaching methods. Owing to the flexibility of the models, the number of students enrolling in diverse programs in the post-COVID-19 era has increased. The chapter highlights various strategies that educators can apply to ensure that learners achieve optimal outcomes from blended learning. Moreover, the segment highlights the prerequisites and compatibility of blended learning for economics classes. Before unveiling blended learning, professors should ensure that students can access digital devices and the internet and understand the operating software. Thus, educators should at least consider using this model in the post-COVID-19 era.

This study aims to investigate the relationship between religiosity, belief in a just world (BJW), trust and affinity fraud.

Using an online panel vendor, this study collected survey data from 1,030 participants. Participants are balanced based on US Census data.

This study finds evidence that religiosity and, to a lesser extent, trust were correlated with choosing an affinity investor but not BJW. Overall, this study adds to the literature on fraud by examining the potential processes of tricking a victim.

This study examines the complex decision-making around investing with fraudsters. This study disentangles the relationship between affinity fraud, decision-making, trust and religiosity. Furthermore, this consider the reasons why a shared affinity may increase trust through the lens of the decision-maker.

In 2020, the education system was preliminary halted by the COVID-19 crisis and went through radical improvisation, and online-based distance learning was the only plausible initiative to continue educational activities ensuring health guidelines properly. However, in reality, such desperate measure in case of a lower-middle-income developing nation lacking proper structural capabilities raised some issues and concerns for both pupils and mentors, and this study aims to explore the practice of online-based distance learning in private universities of Bangladesh and the challenges associated with it.

This exploratory research is qualitative in nature. A total number of 89 undergraduate level university students from different private universities were divided into two main clusters and interviewed in depth.

The findings of this paper revealed that common developing country syndromes like improper technological infrastructure development, limitation to devices or internet accessibility and financial hindrances can disrupt the harmony of the online learning experience. Also, the lack of tech literacy has created a huge tension and psychological inertia among both the teachers and the students.

The coronavirus pandemic event, with its dreadful influence, is creating immense mental pressures for students to cope well with the online learning system. Comprehending the underlying challenges affiliated with online-based distance learning and enabling faculties or respected personnel with training and development programs to handle impediments better way, this learning initiative can ensure the best outcomes.

The significance of this study lies in comprehending the feasibility of online-based education regarding lower-middle-income developing nation context and the realism of such learning process's acceptability considering its actual effectiveness.

The extreme measures that have been taken by governments across the globe to minimize the spread of COVID-19 have had significant impacts on almost all the public sectors, especially on the economy and education. This study aims to address the approaches and prospective of online-based training and e-learning for employee learning and development during this COVID-19 crisis.

With an emphasis on the qualitative approach and considering the complex COVID-19 emergency, required data were collected from in-depth interviews to interpret the experiences of the respondents.

The findings suggested that the digital learning ecosystem offered flexibility of time, place and pace, which provided essential convenience during the COVID-19 crisis. From the human resource (HR) perspective, the e-learning culture has enabled the organizations to quickly adopt the new normal, secure sustainable continuity of organizational development and ensure decent work and growth within and across organizations. The adoption of e-learning and flexible working conditions following the setback has enabled the organizations to quickly cope up with the new normal, causing a significant paradigm shift in the organizational culture and corporate sector of Bangladesh.

The study will assist the HR of any organization to contemplate e-learning systems as effective alternative training methods. Also, the study will be suggestive to traverse new dimensions and skillsets for the pedagogues.

This study offers new evidential scenarios regarding the emergence of effective e-learning initiatives and online-based learning programs for developing the workforce to be efficient and productive even in distressful and inconvenient COVID-19 situations.

As retailers have increasingly embraced an omnichannel retailing strategy, explaining and predicting the helpfulness of online review should consider both online-based and offline-based reviews. The paper aims to discuss this issue.

Based on the signaling theory, this study intends to examine the impacts of review-related and reviewer-related signals on review helpfulness in the context of omnichannel retailing. The proposed research model and corresponding hypotheses were tested by using negative binomial regression.

The results shown that both review-related (review rating and review sentiment strength) and reviewer-related (reviewer real name and reviewer expertise) signals positively affect review helpfulness. Contrary to the authors’ expectations, review length negatively affects review helpfulness. Specifically, when the review submitted from an omnichannel retailer’s offline channel, the positive impacts of reviewer real name on review helpfulness will be stronger, and the positive impacts of reviewer expertise on review helpfulness will be weaker.

Unlike many previous studies tend to explore the antecedents of review helpfulness in a single-channel setting, the study examined the factors that affect review helpfulness in an omnichannel retailing context.

Human resources (HR) management has encountered unforeseen obstacles and issues in recruiting, retaining, training and developing workforces under the “new normal” due to pandemic circumstances followed by the Russo–Ukrainian War and global economic turmoil. As the world is now well-equipped with technological advancements and internet-based connectivity, many pandemic disruptions have been avoided through rapid adaptation of technological systems. Despite the constructive outcomes of this contemporary approach to learning and development (L&D), this study explores the further depths of massive open online courses (MOOC) platform adoption in human resource development initiatives during pandemic times.

A qualitative research approach was adopted to understand the employee and HR perspective on the changes in L&D approaches in organizations. To gather the primary data, respondents were divided into two clusters; different sets of questionnaires were developed for interview sessions.

Results suggest that employee L&D was much more improvised with distance or online learning, including organizational e-learning systems and MOOC platforms. To accomplish their HR development goals, organizations went through significant transformations during the Coronavirus pandemic; organizational attempts to initiate online training and MOOC-based learning fostered positive results in employee capacity development, process improvement, employee engagement and motivation.

This research will assist organizations in developing interactive training methods as an effective replacement for traditional training. Additionally, it will assist readers, practitioners and HR specialists in understanding how MOOCs are changing the L&D ecosystem.

Law enforcement is a stressful career, especially to US-based officers. Officers are typically psychologically screened and declared fit for duty prior to completing training. Current personality research has demonstrated the potential for traits to increase or decrease due to a variety of factors, including time and stress levels. The purpose of this paper is to investigate how officers’ personality traits may differ based upon their levels of stress and lengths of service. This quantitative non-experimental research design recruited potential participants from several online-based, law enforcement officer-centric channels. Participants then completed a five-factor model (FFM) personality measure, the Law Enforcement Officer Stress Scale, and an accompanying demographic questionnaire. The participants’ FFM personality trait levels (dependent variable) were measured and compared to other participants’ trait levels based upon the independent variables of lengths of service and stress levels. The authors found the current sample had a higher mean stress level than any previously reported law enforcement officer sample. The personality trait agreeableness was significantly correlated with extraversion, and extraversion was significantly correlated with openness to new experiences. The authors found significant differences in several FFM traits for both career-related stress and length of service. The findings support previous research, contribute to the job demand-control model, and suggest the continued stress of the job may psychologically impact an officer. It is recommended law enforcement administrators be more aware of this potential and consider findings strategies to mitigate these trait differences.

This quantitative non-experimental research design recruited potential participants from several online-based, law enforcement officer-centric channels. Participants then completed a five-factor personality measure, the Law Enforcement Officer Stress Scale, and an accompanying demographic questionnaire. The participants’ FFM personality trait levels (dependent variable) were measured and compared to other participants’ trait levels based upon the independent variables of lengths of service and stress levels.

The authors found the current sample had a higher mean stress level than any previously report law enforcement officer sample. The personality trait agreeableness was significantly correlated with extraversion, r(159)=0.36, p<0.000; and, extraversion was significantly correlated with openness to new experiences, r(159)=0.28, p<0.000. The authors found significant differences in several FFM traits for both career-related stress and length of service.

These findings support previous research, contribute to the job demand-control model, and suggest the continued stress of the job may psychologically impact an officer.

It is recommended law enforcement administrators be more aware of this potential and consider findings strategies to mitigate these trait differences.

This is the first study to examine how personality may differ in law enforcement officers (LEOs) with both high stress and long careers. Logical follow-ups to this study would be longitudinal studies on LEOs.

This study aims to present a guide for using grounded theory methods for exploring organizational phenomena of the new online era.

A reflexive account is adopted on how one can build upon the foundations of traditional offline grounded theory for conducting grounded theorizing with online-based data.

Guidelines for conducting grounded theory on online contexts are presented for crafting research questions, gathering online data and using consolidated methods for analyzing online data. This study shows future and present challenges posed by the new online era for grounded theorizing, as well as helpful lessons to be learned from traditional offline grounded theory to mitigate them.

The implications are helpful for established qualitative organizational scholars that are yet to catch-up in the boundary spanning process of using the digital sources of data in grounded theory. They are equally helpful for newcomers on qualitative grounded theory by guiding them on where and how to start these challenging research endeavors of grounded theorizing in this new online era.

Scant attention has been given on applications of grounded theory in the new online era. The differences between online and offline settings have not been clearly defined to this date, and neither do guidelines exist for how qualitative grounded theorists can take advantage of online data to build theory about new organizational phenomena emerging in the online era.