WhatsApp is a Smartphone application for instant messaging. Lately the application's popularity has risen. One of the unique features of the application is its ability to enhance communication within a group. Classroom communication between teaching faculty and high school students using WhatsApp has not yet, to our knowledge, been researched thoroughly. Therefore, we have chosen to conduct an exploratory research project employing a qualitative method. Twelve halfstructured interviews were carried out with teachers who use the application in order to communicate with their pupils.It turns out that class WhatsApp groups are used for four main purposes: communicating with students; nurturing the social atmosphere; creating dialogue and encouraging sharing among students; and as a learning platform. The participants mentioned the technical advantages of WhatsApp, such as simple operation, low cost, availability, and immediacy. They also referred to educational advantages, such as the creation of a pleasant environment and an in-depth acquaintance with fellow students, which had a positive influence upon the manner of conversation. The participants also indicated academic advantages such as the accessibility of learning materials, teacher availability, and the continuation of learning beyond class hours. Nevertheless, there are also challenges and problems. Firstly, there is the technical difficulty that not all high school students possess a Smartphone. Secondly, teachers are apt to be annoyed by the flood of irrelevant and nonsensical messages. Also, educational difficulties may arise, such as incompatibility of language between students and the students' assumptions that their teachers should be available on a 24/7 basis.

The article provides an in-depth analysis of previous literature that led to the understanding of the four interactive components of "e" learning and how we can utilize these components to maximize the positive and minimize the negative results of "e" learning. The four interactive dimensions of "e" learning are the following three originally described in Moore's editorial (1989): (1) interaction with the content, (2) interaction with the instructor, (3) interaction with the students, and an additional new fourth dimension, interaction with the system, which considered all of the new computer technology since his article. In our viewpoint we will highlight the impact that this fourth technological interactive dimension has on the results of "e" learning. The question then is not "to 'e' or not to 'e'," since "e" learning is already an essential factor of our contemporary learning environment. The question is how to "e", based on the understanding of the four interactive components of "e" learning, and the understanding that these four types of interactions are different from the ones we are accustomed to in the traditional learning environment.

This study aims to examine the place and future of the Knowledge Management (KM) discipline, in view of the claims of its decline. In doing so, we explored the meanings attributed by international KM experts regarding statements made about the death of the discipline, or at the very least, its illness. A case method was chosen. The study was conducted through fifteen semi‐structured in‐depth interviews, as part of the qualitative research paradigm. The findings provide evidence not only of the vitality of the field, but also of its significant growth and impressive evolutionary development since it was founded. The Findings section presents a snapshot of KM experts' perception of the source of the pessimistic statements about the discipline and offer significant insights into the question of where this field is going. We find that the future of KM lies in developing automated mechanisms for knowledge flow that rely on machine learning tools, artificial intelligence, and advanced cognitive capabilities. Furthermore, we ponder the possibility of a rebranding of KM, given the experts' feeling that narrow, partial, or misconceived conceptions about it are prevalent. The importance of this pioneering research is reflected in the adoption of a critical‐skeptical approach, which is almost completely absent from the KM literature. The uniqueness of this research is also reflected in the voices of KM professionals. In addition to the theoretical contribution, this study has implications on the practical level regarding the necessity of the KM profession and the necessity for further empirical research in the field.

Purpose This study aims to identify the risks associated with the lack of optimal knowledge management (KM) in knowledge-intensive organizations and delves into understanding their severity. In doing so, the authors explored the significance attributed to these issues by international KM experts. Design/methodology/approach A case method was chosen. The study began with semi-structured in-depth interviews and continued with focus groups as part of the qualitative research paradigm. The data was analyzed using a thematic analysis method, based on the grounded theory approach. Findings The findings provide empirical evidence for a set of risks faced by organizations in a reality where organizational knowledge is managed poorly. The study finds that, in the experts’ view, the risks associated with knowledge constitute a clear catalyst for initiating and investing efforts to manage organizational knowledge. In addition, their severity is usually understood only after the occurrence of a business or organizational crisis related to knowledge. Originality/value This pioneering research contributes to empirical knowledge through an unexplored scientific field. The uniqueness of this research is also reflected in the voices of KM professionals. The authors extended the literature on knowledge risks, taking a broad perspective of a variety of organizations from different sectors. In doing so, the study also contributes to a more comprehensive understanding of KM. The study has implications on the practical level in view of deepening the understanding of the severity of the risk in the absence of optimal KM in knowledge-intensive organizations.