Overview
(Online)
This MA (Teaching and Learning in Higher Education) is a part-time programme delivered online and is offered on a modular, credit accumulation basis. The programme may be taken over a minimum of one academic year or a maximum of two academic years from the date of first registration for the programme. Students entering the programme will have completed a 60 credit Postgraduate Diploma (Teaching and Learning in Higher Education), or demonstrate equivalency via a Recognition of Prior Learning (RPL) process.
Programme Requirements
For information about modules, module choice, options and credit weightings, please go to Programme Requirements.
Programme Requirements
Module List
| Code |
Title |
Credits |
| |
| TL6020 | Research Methods and Approaches for Teaching and Learning in Higher Education | 10 |
| TL6021 | Dissertation in Teaching and Learning | 20 |
| Total Credits | 30 |
Examinations
Full details and regulations governing Examinations for each programme will be contained in the Marks and Standards Book and for each module in the Book of Modules.
Programme Learning Outcomes
Programme Learning Outcomes for MA in Teaching and Learning in Higher Education (NFQ Level 9, Major Award)
On successful completion of this programme, students should be able to:
1
1-1
Identify and apply principles of a Scholarship of Teaching and Learning (SoTL) approach in the college classroom;
1-2
2
Critically evaluate their teaching in the light of their students' learning;
1-3
3
Design an inquiry project around a teaching and learning issue;
1-4
4
Apply appropriate approaches and research methodologies to identify and harness student learning;
1-5
5
Study and present a teaching and learning issue to a professional standard (equivalent to that of a publishable paper/article);
1-6
6
Communicate effectively with other scholars in the field of teaching and learning;
1-7
7
Peer review their teaching within a SoTL community;
4-1
8
Articulate with increased awareness their worldviews and values in relation to SoTL practice and how they inform their academic identity and sense of belonging as a higher education professional.
