Our Learning and Teaching in Higher Education MA is specially designed to improve your career if you're assisting student learning or teaching in higher education.
You'll have the opportunity to move up to higher paying roles with more responsibility and recognition thanks to our course's Higher Education Academy (HEA)-accreditation. You'll also study specific e-learning modules that are accredited by the Staff and Education Development Association.
Our course will work around your teaching schedule, preparing you to take on more responsibility for your higher education subject. You'll become more confident in the theory, research and practical fields of teaching and learning.
After you complete the course, the HEA will allow you to apply for its Fellowship status. Having this status on your CV will enhance your potential for future promotion.
In the most recent Destinations of Leavers from Higher Education (DLHE) survey, 100% of all 2017 graduates from this course were in work or further study within six months.
Using engaging theory and research, you'll develop as an outstanding practitioner who takes an active role in your professional development. You'll explore research related to the subject you teach and how to develop effective practice at work.
Successfully pass the Higher Education Academy (HEA)-accredited option within the course, and you'll gain the Postgraduate Certificate award. This will make you eligible for Fellowship of the Higher Education Academy (FHEA).
When completing the full MA, our additional modules will focus your attention on the wider context of the teaching and learning process. This will help you develop into a practitioner who has a much broader view of higher education.
You'll take part in national debates on the development of learning and teaching, touching on both your subject and more general subjects. By attempting to influence others with your ideas and research findings, you'll emerge from these debates more informed and confident about your knowledge and skills.
You can complete either a dissertation or a project to refine your expertise in one specific area of your subject. You'll use this expertise to improve the effectiveness of your teaching after you graduate.
You'll be assessed through essays, portfolios, presentations and project reports. You'll also be assessed and evaluated by your peers.
We use this range of assessment methods to reinforce your understanding of advanced higher education teaching.
You will be required to:
To study a degree at London Met, you must be able to demonstrate proficiency in the English language. If you require a Tier 4 student visa you may need to provide the results of a Secure English Language Test (SELT) such as Academic IELTS. For more information about English qualifications please see our English language requirements.
If you need (or wish) to improve your English before starting your degree, the University offers a Pre-sessional Academic English course to help you build your confidence and reach the level of English you require.
The modules listed below are for the academic year 2019/20 and represent the course modules at this time. Modules and module details (including, but not limited to, location and time) are subject to change over time.
Year 1 modules include:
The Facilitating Student Learning (FSL) module aims to enable new and experienced staff, in both academic and professional service areas, who have responsibilities for student learning and achievement to develop their professional competence in the facilitation of student learning in higher education in a critically reflective and scholarly manner, armed with an understanding of how students may learn best, and aimed at enhancing the student learning experience - in the context of London Met’s diverse student body in particular.
Central to this process is the development of the areas of practice, core knowledge, and professional values articulated in the UK Professional Standards Framework (UKPSF).
FSL is the first module in the overall PGCert LTHE core programme, and it is also available as a stand-alone option for participants who wish to qualify as Associate Fellow of the Higher Education Academy (HEA), now AdvanceHE.
It is a scholarly, critically reflective, work-based learning course, supported by a specific programme of workshops, critical reflection, scholarly writing, peer review, targeted research and peer observations of teaching practice. The goal of the programme is to be meaningful to participant current practice and context.
The module provides participants with the opportunity for sustained scholarly work of an independent and original nature, in an area of professional interest with regards to learning and teaching in higher education. This may take the form of a theoretical and/or empirical investigation (Dissertation) or substantive Practice-based Project which is critically evaluated.
The investigation or practice-based project is intended to be the culmination of the MA programme of study, and consequently, it is normally the last piece of work submitted.
In preparation for undertaking the work, participants must produce and pass a Dissertation/Project proposal (assessment 1) (equivalent to 20 credits) that includes a rationale for the topic and a robust plan and justification for the research/evaluation methodology – and obtain research ethics approval, involving submission of the University research ethics form (adapted for MALTHE context) which is considered by internal panel of course leader and dissertation supervisor; when the course leader and dissertation supervisor are the same person, another member of the MALTHE teaching team will be co-opted. Any queries referred to chair of the Research Ethics Sub-Committee for advice.
Throughout the process there will be access to a designated tutor for supervisory support and materials (guides, online resources, books) on research/evaluation methodology.
The module explores, at an advanced level, psychological, socio-cultural, philosophical and educational theories, models and perspectives pertinent to learning and teaching in higher education, and considers the relevance and applicability of these theoretical perspectives to one’s own subject/professional context and practice
As a core module, the aim of TPLT is to add theoretical depth and breadth conducive to the development of the scholarship of teaching and learning. It aims to provide an opportunity to:
· explore, at an advanced level, psychological, socio-cultural, philosophical and educational theories, models and perspectives pertinent to learning and teaching in higher education;
· consider the relevance and applicability of these theoretical perspectives to one’s own subject/professional context and practice through investigation of a relevant topic.
Applying Learning Technologies (ALT) focuses on the wider issues of educational technology, with specific reference to the use of Information and Communications Technologies (ICT) for teaching learning and assessment, including the use of social media and other open educational resources.
This module may be used as an opportunity to further develop expertise with online eLearning tools in the participant’s own academic discipline. ALT is provided as a self-study, small-scale, action research module, investigating the pedagogical application of digital tools. It is offered as a project-based module with supervisor support and access to online learning resources and spaces.
The aim of this module is to allow learners to investigate, through active learning, the role of ICT in learning and teaching. Participants will review the current educational technologies that are available, together with evaluating their use in teaching, learning and assessment. Learners are then required to complete the process of investigating, analysing, designing, developing, implementing and evaluating the use of digital technology in their own work and use this experience to review their own professional development needs.
The concept of the curriculum brings together issues of teaching, learning, assessment, feedback and evaluation and the use of supporting technologies. This module addresses the overarching and institutional context of teaching and learning in HE, and provides holistic frameworks for design and evaluation of the learning experience. These frameworks are applied to projects related to the participants' own subject areas.
This module aims to enable participants to plan, deliver and appraise higher education courses in a professional manner. It addresses the responsibilities of academic and related staff for planning, implementing and evaluating curricula in higher education. Its intention is to foster critical analysis and the appraisal of professional work with respect to policy debates and management environments, curriculum theory and methods of educational evaluation. The module examines the co-ordination of teaching, learning and assessment, and relates curriculum issues to wider patterns of continuity and change in higher education.
This module examines the roles that assessment and feedback play within the overall learning process in higher education. The context and purposes of assessment and feedback, along with conceptual underpinnings and practical aspects of design and implementation, are considered in depth. Participants have the opportunity to experience different aspects of the assessment and feedback process as a basis for reflecting on and evaluating the efficacy of different approaches and methods with respect to their own/other subject disciplines and the requirements of professional bodies. The module also focusses on the inter-personal and emotional dimensions of assessment, particularly as evident in the dynamics of groupwork, the student-assessor relationship and peer assessment.
This is a core module on the Postgraduate Certificate in Learning and Teaching in Higher Education.
This module permits some negotiated study in an area of the participant’s (or identified group’s) choice, and is an opportunity for it to be largely self-directed. The focus of the module is negotiated between module tutor and participant(s). It may be used as an opportunity to further develop expertise in teaching and learning in the participant’s own academic discipline, or any other aspect of teaching and learning in Higher Education which the participant(s) would like to investigate in more depth.
NSM may be used, for example, to explore theory/literature related to a key topic; to develop an aspect of practice/L&T resource; or to pilot a research/evaluation method.
Achievement of this module demonstrates that the learner has the equivalent conceptual understanding and, where appropriate, practical expertise, in the negotiated field, as would be required in any other module. In doing so, an appropriate NSM would normally contain:
· an identification of the project;
· a literature review related to the topic in question;
· critical discussion of the topic within a specific context;
· evaluation of the outcomes of the project and implications for future practice.
Web-based Learning & Teaching focuses specifically on the design and implementation of teaching, learning and assessment within managed learning environments (MLE). It is intended for education professionals who wish to investigate and critically examine the professional context for implementing and applying learning technologies for 21st Century learners. The module focuses specifically on the design and implementation of teaching, learning and assessment within managed learning environments (MLE).
At the end of the module, successful participants will have:
• Participated in an online event as an e-learner
• Designed, developed and implemented an online teaching module
• Managed and administered learners online
• Designed, delivered and evaluated online assessment
• Integrated open educational resources within a formal learning management system
• Interacted with other online practitioners in a community of practice
Staff participants who successfully complete WBLT will also qualify as Associate Fellow of the Higher Education Academy (HEA), the professional body for practitioners involved in the teaching and support of learning in higher education (more details in the module handbook).
After you graduate, you'll use your newfound abilities to help your students learn more effectively and achieve success in their own lives.
Our graduates have gone on to leadership roles, further research and publication in the field of learning and teaching in higher education.
Their places of work include the University of Surrey, University College London, London Metropolitan University and Camden Council. Job titles they now hold include research coordinator, senior economics lecturer, senior pharmacology lecturer and lecturing roles in many other subjects.
Please note, in addition to the tuition fee there may be additional costs for things like equipment, materials, printing, textbooks, trips or professional body fees.
Additionally, there may be other activities that are not formally part of your course and not required to complete your course, but which you may find helpful (for example, optional field trips). The costs of these are additional to your tuition fee and the fees set out above and will be notified when the activity is being arranged.
Use the apply button to begin your application.
Non-EU applicants looking to study part-time should apply direct to the University. If you require a Tier 4 visa and wish to study a postgraduate course on a part-time basis, please read our how to apply information for international students to ensure you have all the details you need about the application process.
You are advised to apply as early as possible as applications will only be considered if there are places available on the course.
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A chapter by London Met’s Digby Warren and Wilko Luebsen in new Student Engagement handbook explores the benefits and challenges of student partnership schemes.