We present a teaching innovation intervention aimed at promoting individual and group learning regulation in undergraduate students working in a computer supported collaborative learning environment. Participants were 127 students and three teachers of a compulsory course on Educational Psychology at the University of Barcelona (Spain). As a central point of the intervention, a digital tool--the "student's log"--was designed for students to include a series of evidences of their individual and group work processes, and of their learning progress, which the teachers systematically revised and marked with comments. The intervention was evaluated using student questionnaires and teachers' self-reports, and also considered students' final grades. The results of the intervention were positive both from the point of view of students' learning and working processes and from the point of view of students' and teachers' satisfaction.