MA Research on Learning and Instruction

Educators and teachers in K-12 education, universities, and beyond are increasingly expected to identify, assess, and analyse educational problems and to solve them in competent and ethical ways. To be able to achieve this, they require current and well-grounded knowledge about the conditions and effects of the processes of learning and instruction. In this Master’s programme, students will acquire profound knowledge and skills related to research on learning and instruction. Through this — and under the guidance of highly qualified instructors — they will gain knowledge that is urgently needed in educational practice.  The first part of the Research on Learning and Instruction Master’s programme is characterised by (a) a discursive and theory-based consideration of diverse disciplinary perspectives on learning and instruction (educational psychology, educational science, subject matter didactics, media didactics) and (b) an intensive research methods curriculum. In the second part of the study programme, students will specialise in two out of five areas and work on empirical research projects under intensive guidance from their instructors. The areas of specialisation are: cognitive and instructional processes of learning and instruction motivational and emotional processes of learning and instruction teaching and learning with media teacher professionalism and heterogeneity technology-supported assessment and facilitation of learning and instruction Across its modules and courses, the main features of the programme are: Strong research orientation: The teaching concept strongly mirrors the process of empirical research. Students not only discuss, but also produce empirical evidence on the conditions, processes, and effects of learning and instruction (under close guidance of the instructors).  Interdisciplinary focus: The courses take psychological and educational perspectives on learning and instruction. In addition, perspectives from various subject matter didactics and media didactics are included. The courses also build on students’ diverse experiences from their previous study programmes.  Internationalisation: The students discuss the current state of international research on learning and instruction. Also, they are encouraged to travel to international conferences and to pursue research stays abroad.  Intensive guidance: Students’ research projects are closely supervised by the instructors, with an excellent instructor-to-student ratio. There are also plenty of opportunities for interaction and discussion outside the boundaries of the courses.  Innovative course formats: The students receive plenty of high-level learning opportunities in authentic contexts (e.g. debates, project seminars, academic retreats, conferences).