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Critical thinking (CT) skills are essential to academic and professional success. Instruments to assess CT often rely on multiple‐choice formats with inherent problems. This research presents two instruments for assessing CT, an essay and open‐ended group‐discussion format, which were implemented in an undergraduate business course at a large public university. The topics were intentionally chosen to be digitally‐related (internet access and social media) since they raise complex issues, are applicable in many disciplines, and students are avid users, thereby making these instruments relevant, multidisciplinary, engaging, and multifaceted. These instruments may be adapted to enable educators to effectively assess undergraduate students' ability to think critically. Qualitative analysis of the verbatim data with NVivo helps demonstrate the instruments' efficacy in assessing CT, with (1) high‐quality responses receiving high grades, and (2) overarching themes identified by content analysis, that coalesce into the three dimensions of social justice theory (distributive, procedural, and interactional), thus illustrating students' consideration of complex fairness norms and societal needs. Excerpts of student responses are provided as illustrations of the indicators/evidence of critical thinking. Educators can use these instruments to first assess students' CT skills, and then devise targeted interventions to improve the quality of students' thought processes. [ABSTRACT FROM AUTHOR]

A 61 question survey was used to examine issues around "deepfake" technology. In total, 319 respondents answered questions around awareness, concerns, and the responsibility of online platforms around deepfakes. Awareness of deepfakes varies by intensity and type of social media use. Concerns about deepfakes are pronounced, but not uniform. A regression model examines the factors impacting the perceived responsibility of online platforms to regulate deepfakes. General concerns and the impacts people believe deepfakes will make are significant. However, the more humorous aspects of deepfakes and a perception of individual responsibility negatively impact the perceived need for platforms to address the risks of deepfakes. There is little confidence in the ability of technology to solve the problem of deepfakes, but this does not reduce the desire for online platforms to implement a deepfake identification technology. This research has implications for users of social media, social media platforms, technology developers, and broader society. [ABSTRACT FROM AUTHOR]

The purpose of this study was to develop a deeper understanding of student perceptions, expectations, and opinions about online learning at the program level. Student evaluations of teaching are generally focused upon a single course and instructor and therefore do not address students’ general perceptions of online learning and the effectiveness of various elements specific to the online course environment. Faculty worked with a professional focus-group moderator to develop and conduct the focus groups, which involved 11 undergraduate students experienced with online learning. Using a qualitative process, we discovered some common themes that cut across courses in an online program, as well as some new avenues for consideration. These include the conveniences of learning in online courses, the need for consistency in course design across an online program, better use of certain time management tools, the importance of faculty presence, and students’ perceptions of certain activities as “busy work.” [ABSTRACT FROM PUBLISHER]