How does the pedagogical design of a technology-enhanced collaborative academic course promote digital literacies, self-regulation, and perceived learning of students?

The wide expansion of digital technologies in higher education has introduced the need for an examination of the added value of various technological tools for quality teaching and active individual and collaborative learning. The current study explored whether and how the pedagogical design of an academic course, which developed a variety of digital literacy competencies, supported students in regulating collaborative technology-enhanced...