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

Keyphrases

• Academic Courses 100%
• Active Individual 25%
• Cognitive Aspects 25%
• Cognitive-emotional 25%
• Collaborative Learning 50%
• Collaborative Technologies 25%
• Digital Literacy 100%
• Digital Literacy Framework 50%
• Digital Technology 25%
• Educational Theory 25%
• Effective Communication 25%
• Efficient Collaboration 25%
• Emotional Factors 25%
• Higher Education Pedagogy 25%
• Individual Learning 25%
• Innovative Pedagogy 25%
• Instructional Design 25%
• Learning Diary 25%
• Learning Outcomes 50%
• Learning Process 50%
• Literacy Skills 25%
• Pedagogical Design 100%
• Perceived Learning 100%
• Psychological Ownership 25%
• Qualitative Coding 25%
• Quality Teaching 25%
• Reflective Learning 25%
• Retrospection 25%
• Self-perceived 100%
• Self-regulated Learning 100%
• Self-regulation 25%
• Sense of Ownership 25%
• Social Aspects 25%
• Social-emotional 50%
• Teamwork 25%
• Technological Tools 25%
• Technology in Higher Education 25%
• Technology Support 100%
• Technology-enhanced Learning 25%
• Thinking Skills 25%
• Visual Information 25%

Social Sciences

• Collaborative Learning 33%
• Digital Literacies 100%
• Digitization 16%
• Education Theory 16%
• Instructional Design 16%
• Learning Outcome 33%
• Learning Process 33%
• Ownership 33%
• Psychology 16%
• Qualitative Method 16%
• Quality Teaching 16%
• Self-Regulation 100%
• Technological Change 16%
• Thinking Skill 16%
• Value Added 16%

Psychology

• Collaborative Learning 33%
• Digital Literacies 100%
• Effective Communication 16%
• Qualitative Method 16%
• Self-Regulation 100%
• Thinking Skill 16%