Learning and Technology

Technology is at the heart of modern education systems, workplaces and learning environments, and is critical to its success. However, sustainable innovations require a critical research-informed stance. The MSc Education (Learning and Technology) provides you with the opportunity to engage with research, practical application and collaborative exploration of this exciting and challenging field.

The MSc aims to develop the skills and knowledge needed to progress as researchers and professionals who will engage with all aspects of the intersection between learning and technology in a wide range of contexts across the life course and globally.

The most recent Oxford University Destination of Leavers from Higher Education Survey made contact with 635 master's course students who graduated from the Department of Education between 2012 and 2014. Fully 90.2% of alumni were in work and 5.8% in further study with only 2.0% looking for work, ranking the department in the best 3 of the 20 departments in Oxford's Social Sciences Division.

Past DPhil students from the Department of Education have gone on to academic and research careers at universities in the UK (eg Oxford, Edinburgh, Warwick, UCL, King's College, St. Mary's, Liverpool) and across the world (eg Stanford, Princeton, MIT, Hong Kong, Chile), or are employed across a wide range of other sectors such as policy for government departments or NGOs, international organisations such as OECD, think tanks and administration at local and national levels. The department’s ‘Conversations with Alumni’ feature includes interviews with two DPhil alumni on their career paths after Oxford.

This MSc will develop your skills and knowledge needed to progress as researchers and professionals who will engage with all aspects of the intersection between learning and technology in a wide range of contexts across the life course and globally.

The key themes of the MSc Education (Learning and Technology) programme are:

• Theoretical and methodological foundations
• Policy and practice in learning and technology
• Researching learning and technology
• Advanced theoretical perspectives
• New modes of learning and participation within a networked society
• Exploring the futures of learning and technology

The course is delivered through seminars, collaborative workshops, lectures and individual tutorials: approximately 200 hours contact time during the year.

• generic and ICT-related research skills are developed by an extensive Foundations of Educational Research programme
• opportunities are provided throughout the course for practical investigation and experience in a range of educational settings
• the course is assessed through coursework and a final dissertation reporting an extended research study within the field.

Applicants are normally expected to be predicted or have achieved a first-class or strong upper second-class undergraduate degree with honours (or equivalent international qualifications), as a minimum, in a relevant subject, preferably in the social sciences.

For applicants with a degree from the USA, the minimum GPA sought is 3.6 out of 4.0.

If you hold non-UK qualifications and wish to check how your qualifications match these requirements, you can contact the National Recognition Information Centre for the United Kingdom (UK NARIC).

No Graduate Record Examination (GRE) or GMAT scores are sought.

• Official transcript(s)
• CV/résumé
• Personal statement:One to two pages
• Written work:Two essays of 2,000 words each
• References/letters of recommendation:Three overall, generally academic

ENGLISH LANGUAGE REQUIREMENTS

Higher level

Want to improve your English level for admission?

Prepare for the program requirements with English Online by the British Council.

• ✔️ Flexible study schedule
• ✔️ Experienced teachers
• ✔️ Certificate upon completion

📘 Recommended for students with an IELTS level of 6.0 or below.

Enroll in the course

• Global Education
• Hill Foundation Scholarships
• A number of Research Council awards are available each year from the Economic and Social Research Council (ESRC), the Natural Environment Research Council (NERC), and Arts and Humanities Research Council (AHRC).