Introduction: The current panorama of Higher Education reveals a need to improve teaching and learning processes taking place there. The rise of the information society transforms how we organize learning and transmit knowledge. On this account, teaching-learning processes must be enhanced, the role of teachers and students must be evaluated, and new ICT methodologies must be tried out. The DEDEPRO[R] model makes significant methodological and technological contributions toward this end. Method: A total of 728 male and female students and their teachers, from the Universities of Almeria, Granada (Spain) and UWIC, Cardiff (UK) participated in this educational experience. A quasi-experimental type design was used, with a non-equivalent control group. The ETL Questionnaire (Housell, Entwistle & colls, 2001) and IATLP Scales (De la Fuente & Martinez, 2004) were used for evaluation. The intervention made use of the DEDEPRO methodology and web utilities TLPA (De la Fuente & Trujillo, 2005) and Pleyade (De la Fuente & Martinez, 2004), both derived from this model. Results: Multivariate analyses showed in both questionnaires a significant interaction effect towards improvement of "Group x Time," both with respect to regulated teaching (professor) and self-regulated learning (students). Discussion: Usefulness of the methodology and web tools drawn from the DEDEPROTM Model is discussed, as well as possibilities for generalization. (Contains 3 tables and 6 figures.)