The wide spread of digital technologies in higher education raises the need to examine the added value of digital technologies to enhancing high-quality teaching and promoting active learning. This study explored the characteristics of pedagogical design in a technology-enhanced academic course. We analyzed how the course enabled expressing "student voice" as listening, collaboration and leadership (Mitra, 2007), as well as to what extent these characteristics are expressed in cognitive, emotional and social aspects of students' "perceived learning" (Caspi & Blau, 2008, 2011). During four semesters, we conducted qualitative analysis of reflective learning diaries written by 87 graduate students in education as part of the course requirements. The analysis revealed many statements expressing student-voice (n=222). In terms of Mitra, most of them were related to the basic level of student-voice -"listening" (n=173). However, a considerable number of statements reflected the advanced levels of student-voice: "collaboration" (n=16) and "leadership" (n=33). In addition, many statements described different aspects of perceived-learning (n=532). Some of them reflected "cognitive aspects of perceived learning" (n=157), indicating students' ability to analyze their understanding. Other statements expressed positive or negative "social aspects of perceived learning" (n = 103) and approximately half of the statements which related to the second research question (n = 272), reflected positive or negative "emotional aspects of perceived learning." The findings contribute to research on student-voice and students' perceived learning in academia as well as to design of teaching-learning-assessment processes in technology-enhanced courses in higher education and training. [For the complete proceedings, see ED590269.]