M.A. Learning and Teaching in Higher Education

  • On Campus
  • 36 months
  • GBP1950 Module (Non-EEA)
  • English (IELTS accepted)
University of East London | London, United Kingdom
The MA in Learning and Teaching in Higher Education is designed specifically for educational professionals who are new to teaching in higher education. The programme also provides CPD opportunities for experienced lecturers in higher education.

Description of Learning and Teaching in Higher Education

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The MA in Learning and Teaching in Higher Education is designed specifically for educational professionals who are new to teaching in higher education. The programme also provides CPD opportunities for experienced lecturers in higher education. It provides an opportunity to engage critically with new developments in teaching, and to develop practice in a work context with academic and practical rigour.

PgCert/PgDip/MA Learning and Teaching in Higher Education at UEL

Through engagement in critical, analytical and reflective processes, participants will be able to:

  • Develop their understanding of current thinking in relation to research and professional policy and practice
  • Develop their ability to analyse, critique and develop their own and others practice
  • Develop intellectual, organisational, personal, communication and professional skills
  • Design and use research to contribute to improving practice in the context of their own role

Detailed Course Facts

Application deadline as soon as possible
Tuition fee
  • GBP 1950 Module (Non-EEA)
  • GBP 1041 Module (EEA)
  • Home (UK/EU) - £1,041 per 30 credit module
  • International Students:£1,950 per 30 credit module
Start date September  2015
Duration full-time 36 months
Languages
  • English
Take an IELTS test
Delivery mode On Campus
Educational variant Part-time

Course Content

What is this programme designed to achieve?

The MA in Learning and Teaching in Higher Education programme aims to:

  1. provide a programme which supports participants to meet their professional needs and interests with academic and practical rigour

  2. provide opportunities for those who teach and support learning in higher education to develop their professional knowledge and understanding in relation to their current and developing roles

  3. engage participants in key educational processes underpinning development and action, such as critical analysis and reflection, critical enquiry and research, action planning and evaluation and collaborative learning.

  4. provide access to current knowledge, thinking and practice in the field of learning and teaching in higher education

  5. provide opportunities for collaborative learning through structured activities and tutor support.

  6. enable teachers and those who support learning in higher education to achieve greater recognition and credit for their work through membership of the HEA

What will you learn?

It is expected that by the end of the programme participants will have the ability to:

Postgraduate Certificate

  1. Demonstrate a conceptual understanding of theories of learning and a critical awareness of their use in informing approaches to learning and teaching in higher education.

  2. Evaluate, select and use an increasing range of learning and teaching strategies, and explain why they are appropriate to the teaching context

  3. Demonstrate a conceptual understanding of knowledge and a critical awareness of issues relating to equality and diversity, inclusivity and widening participation in higher education.

  4. Critically evaluate research in learning and teaching in higher education and use it to inform the development of practice

  5. Engage with and learn from others within the subject and from within the wider higher education community

  6. Evaluate, select and use an increasing range of strategies used in formative and summative assessment, participant feedback and guidance to support participant learning

  7. Engage with and evaluate the effectiveness of policies, quality assurance and learning enhancement initiatives in HE for their effectiveness in supporting participant learning

  8. Evaluate their practice and continuing professional development.

  9. Demonstrate a critical approach to designing effective environments, participant support and guidance, and learning communities that enhance the participant learning experience.

Postgraduate Diploma

In addition to the above:

  1. Demonstrate depth and breadth of knowledge in a range of critical issues in the practice of teaching and supporting learning in HE

  2. Demonstrate a conceptual understanding of approaches to research in professional practice and learning and an ability to critique them

Masters

In addition to the above:

  1. Demonstrate self-direction and originality in tackling and solving problems

  2. Demonstrate the ability to plan and undertake a research project relevant to learning and teaching in higher education, in the context of the participantís role and/or practice.

Structure

The programme structure

Introduction

All programmes are credit-rated to help you to understand the amount and level of study that is needed.

One credit is equal to 10 hours of directed study time (this includes everything you do e.g. lecture, seminar and private study).

Credits are assigned to one of 5 levels:

  • 0 - equivalent in standard to GCE 'A' level and is intended to prepare students for year one of an undergraduate degree programme

  • 1 - equivalent in standard to the first year of a full-time undergraduate degree programme

  • 2 - equivalent in standard to the second year of a full-time undergraduate degree programme

  • 3 - equivalent in standard to the third year of a full-time undergraduate degree programme

  • M - equivalent in standard to a Masters degree

Credit rating

  • The overall credit-rating of the PG Certificate is 60 credits.
  • The overall credit-rating of the PG Diploma is 120 credits.
  • The overall credit rating of the Masters is 180 credits.

Typical duration

  • The typical duration of the PG Cert is two semesters part time.
  • The typical duration of the PG Dip is four semesters part time
  • The typical duration of The Masters programme is 3 years part time. Participants may enrol in semester A or B.

English Language Requirements

IELTS take IELTS test
7

IMPORTANT NOTE: Per 6 April 2015 only the English language tests from IELTS and Trinity College London are accepted for Tier 4 Visa applications to the United Kingdom. Other tests (including TOEFL, TOEIC, Pearson, City & Guilds) are no longer accepted for Tier 4 visa applications to the United Kingdom. The university might still accept these tests to admit you to the university, but if you require a Tier 4 visa to enter the UK and begin your degree programme, these tests will not be sufficient to obtain your Visa. Since the Trinity College London language tests must be taken in one of their exam centres in the UK, IELTS is now the only language test accepted for Tier 4 visas to the UK that can be taken worldwide.

The IELTS test is most widely accepted by universities and is also accepted for Tier 4 visas to the UK- learn more.

Requirements for Learning and Teaching in Higher Education

Entry requirements are flexible to allow for credit to be given to work based learning. Applicants must:

  • Have an undergraduate honours degree (or equivalent: e.g. certificate of education; higher level professional training in education with demonstrable parity in experience), minimum 2:2 classification or equivalent.

  • show that that 50 hours or more per year is spent teaching / supporting learning in higher education

  • In the case of applicants whose first language is not English, then IELTS 7 (or equivalent) is required. International qualifications will be checked for appropriate matriculation to UK Higher Education postgraduate programmes.

Work Experience for Learning and Teaching in Higher Education

No work experience is required.

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