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.
We are planning to return to our usual ways of teaching this autumn including on-campus activities for your course. However, it's still unclear what the government requirements on social distancing and other restrictions might be, so please keep an eye on our Covid-19 pages for further updates as we get closer to the start of the autumn term.
You will be required to:
Any university-level qualifications or relevant experience you gain prior to starting university could count towards your course at London Met. Find out more about applying for Accreditation of Prior Learning (APL).
To study a degree at London Met, you must be able to demonstrate proficiency in the English language. If you require a 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 2021/22 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 FSL module is the first, core, module of the HEA-Fellowship accredited PGCert LTHE programme. FSL lays the foundation for this professional work-based learning programme. Here, much of the raw material is derived from participants’ own current Learning & Teaching (L&T) Practice in HE.
The module is supported by a specific programme of workshops, through systematic investigation of practice through the critical reflective practitioner model. This model facilitates effective initial professional development and for future CPD purposes to enable L&T practitioners to continually enhance students’ learning through their developing L&T practice.
The peer review and observations of L&T practice are an integral element in this process.
Participants are required to demonstrate the integration of critical reflection with analysis of L&T experience and underpin this all with the theoretical concepts, models and research from the current literature on learning and teaching in Higher Education and the role of HE today.
As these are all important elements in the professional development of teachers in HE, the assessment for the module brings together all elements into a developmental whole.
The FSL module thus aims to enable new and experienced staff with responsibilities for student learning and achievement to develop their professional competence in the delivery of teaching and/or 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, aimed at enhancing the student learning experience.
This critical, systematic investigation of participants’ own professional practice is undertaken through exploration from the ‘micro’ to the ‘macro’-level and back again (i.e. from participants’ own L&T practice / experience / ideas, through to the context of your own subject/professional area, set within this University’s context – all set within the wider UK HE policy context, and back again to the individual), particularly through using critical reflection before, in and on action (Schon, 1987).
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 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.
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 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 examines the role that assessment plays within the overall learning process 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 that has not been appropriately
addressed in other programme modules.
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.
If you require a Student 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.To find out when teaching for this degree will begin, as well as welcome week and any induction activities, view our academic term dates.
Please select when you would like to start:
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.