ChatGPT and generative AI (GenAI) are disrupting students' traditional writing process. Although this development may seem novel, new technologies and writing practices have always affected the classroom, as research in composition shows. Turning to this existing scholarship, I show how composition studies provide a useful framework for thinking…

Extensive evidence indicates that self-regulated learning is associated with crucial academic outcomes and the significant ways digital technologies enhance pedagogical approaches in diverse learning environments in postsecondary education. Despite this evidence, self-regulated learning and digital technologies have not been fully integrated to…

Students who struggle to complete an assignment may rely on self-regulatory strategies such as rereading class notes or learning from worked-out examples from textbooks to handle tasks beyond their capability. Learners may also reach out to teachers or peers for assistance. In the past, seeking help from other individuals has been viewed as a…

This chapter presents a critical analysis of generative AI (GenAI) detection tools in higher education assessments. The rapid advancement and widespread adoption of GenAI, particularly in education, necessitates a reevaluation of traditional academic integrity mechanisms. I explore the effectiveness, vulnerabilities, and ethical implications of AI…

Self-regulated learning (SRL) is a cyclical process of planning, performance, and reflection. Although SRL contributes to academic achievement, teaching SRL poses a challenge for teachers, who need support in theoretical and practical approaches to SRL knowledge and skills. The first stop for teachers to effectively learn and employ SRL practices…

This article explores the intersection between academic integrity and generative AI (GenAI). It presents a tested framework for a versatile 3-h module applicable to various disciplines. Since ChatGPT's emergence, GenAI's impact on academic integrity has raised concerns, challenged established norms, and blurred lines of authorship. Engaging…

This introductory article provides a comprehensive overview of student engagement by reviewing student engagement conceptions and aspects influencing student engagement. The article concludes by highlighting considerations for student engagement and technology-facilitated education.

This chapter provides research-based recommendations for effective practice in three environments that redefine how much time students spend in the classroom and how instructors use that time, often through integration of technology.

The goal of this chapter is to propose a cyclical process of how teachers can use multimodal multichannel data of cognitive, affective, metacognitive, motivational, and social processes to assist with the understanding of their own and their students' self-regulated learning (SRL), and their subsequent instructional decision making. What…

This chapter describes a pedagogy-first summer faculty development program designed to support faculty who want to add digital components to a course or academic program.

Along with the increased interest in self-regulated learning research, there has been a high engrossment in computer-based learning environments that facilitate instruction and promote learning. These two crucial pedagogical approaches have been identified as being valuable to educators and learners. They merit refreshed considerations in light of…

This chapter describes a program where graduate students serve as instructional technology consultants on educational projects that enhance the student-learning experience. In the process, they develop skills to prepare them for a variety of academic and professional settings.

This chapter provides an overview of a novel computer-based learning environment, the Diagnostic Assessment and Achievement of College Success (DAACS), designed to generate and leverage diagnostic assessment data about college students' academic and self-regulated learning (SRL) skills to create effective success pathways for students as they…

This chapter discusses using technology to create Personalized Learning Pathways. Adaptable for any class format, such applications offer solutions for establishing competency, promoting deep and active learning, and empowering the instructor's data-driven decision-making.

This chapter considers the relationship between pedagogical support offered by centers for teaching and learning (CTLs) and newer services such as assessment and educational technologies through the lens of gender, arguing that changes to the structure, mission, and staffing of CTLs may have unintended consequences if these unexamined, gendered…