Course overview

Would you like to increase your understanding of how digital technology can transform the teaching and learning experience?

Our MA Digital Teaching and Learning is ideal for educators who want to enhance their perspective on the theories that underpin successful learning, teaching and innovation within the fast-moving digital world.

As you progress through the course, you’ll explore current and historical theories of learning and how they inform the design of learning technologies. In turn you will increase your understanding of the potential of digital learning. You will evaluate the use of digital technologies in educational contexts and assess how new learning technology can be implemented at a variety of levels in both formal and informal education.

There is a strong focus on design. This means understanding the process of how to design and analyse digital tools for learning and designing research to understand and evaluate current and future teaching and learning.

Our course benefits from the expertise of the Learning Sciences Research Institute , which draws on knowledge from psychology, computer science, anthropology, sociology, information sciences, neurosciences, and education.

This course offers the flexibility of studying in your own time through the university’s virtual learning environment, Moodle.

With an advanced education degree from the University of Nottingham, you will graduate with all the knowledge, practical skills and confidence to pursue your career goals, or progress to further research at PhD level.

Alumni profiles

View our profiles page to see what our students/alumni say about their experience on the course. 

Why choose this course?

Only UK course

certified by the NAPLeS from the International Society of the Learning Sciences

Top 50

in the world for education

Learn from experts

who are internationally recognised for their research in this area

Over 100 years

of experience in the field of education

Excellent research

The majority of our research outputs are assessed as internationally excellent.

Course content

The taught element of the course is made up of 120 credits, plus a 60-credit dissertation. The course is studied full-time over one year (including dissertation).

Course reading

Course leader

Dr Pryce Davis (contact for academic enquiries)


Core modules

Learning Theories for a Digital Age

This module looks at how people learn and how learning is supported in a digital age. It explores current and historical theories of learning and how they inform the design of learning technologies. It will help you understand the potential of digital technology for learning in a variety of contexts (such as schools, colleges, workplaces, museums, both face-to-face and online) and help you develop an ability to critically reflect on examples of learning technologies in current use.

Digital Teaching and Learning Research Methods

This module focuses on developing an understanding of the tools, methods, and cultural characteristics of conducting research on learning. It will help you how to design research to understand and evaluate current and future examples of digital teaching and learning. It covers a variety of data collections techniques (such as experiments, surveys, interviews and observations) as well as quantitative and qualitative data analysis.

Social Contexts of Learning

This module focuses on how people learn together in pairs, teams, small groups, the classroom, or an informal community. It works through classical and modern theories of social learning, explaining the social aspects of almost any type of learning and mechanisms that boost the power of learning together.

Equipped with these theories, it explores the various technologies mediating and supporting social learning, such as social media, participation in the World Wide Web, online communities, online communication platforms and virtual reality.

The Future of Digital Education

This module looks at how digital technologies are changing how we teach and learn. It explores learning tools such as mobile phones, virtual learning environments, serious games, robotics, and immersive/augmented reality environments.

It will help you understand how to choose appropriate digital tools, how to support students to learn with them both face-to-face and online, and what the future of teaching and learning might look like.


This involves the researching and writing of a substantive piece of scholarship within the field of the course.

You will choose a topic in consultation with your course leader and an appropriate supervisor. The topic will normally be based on interests and skills you have developed in the course of the modules already studied.

The above is a sample of the typical modules we offer but is not intended to be construed and/or relied upon as a definitive list of the modules that will be available in any given year. Modules (including methods of assessment) may change or be updated, or modules may be cancelled, over the duration of the course due to a number of reasons such as curriculum developments or staffing changes. Please refer to the module catalogue for information on available modules. This content was last updated on Tuesday 23 April 2024.

Due to timetabling availability, there may be restrictions on some module combinations.

You can view an example PDF timetable, however this is subject to change year on year and your live timetable will be available via the online timetable system.

Learning and assessment

How you will learn

  • Seminars
  • Lectures
  • Group study

New technologies are the method as well as the focus of the teaching; as such face-to-face classes are supported by a range of online materials. These include video lectures, online platforms for social exchange and discussion, curated reading portfolios, etc.

How you will be assessed

  • Dissertation
  • Portfolio (written/digital)
  • Assignments
  • Presentations

Each 30-credit module is assessed by the equivalent of a 6,000-word written portfolio, which can include argumentative essays, reflective narratives, design descriptions, and data analysis. To complete the masters, you must achieve a pass of 50% on each assignment

Contact time and study hours

Full-time students will need to six hours synchronous teaching per week for their course work. This is usually distributed across two to three days a week (currently Monday-Wednesday) in the Autumn and Spring semester.  You are expected to pursue directed private study at other times.

Each module requires an equivalent of 30 hours of teaching, plus 270 hours of independent study, assignment preparation and tutorial support.

Course leader and module convenors offer weekly office hours during the semester in dedicated time-slots or upon your request. You are entitled to meet your tutors for tutorials in each module. You are also entitled to three hours of personal tutorials with your dissertation supervisor.

Entry requirements

All candidates are considered on an individual basis and we accept a broad range of qualifications. The entrance requirements below apply to 2024 entry.

Undergraduate degree2:1 honours degree (or international equivalent)
Work experience

Applicants with a 2:2 degree and three or more years full time relevant professional experience in education-related positions can be considered. Relevant professional work experience includes those with experience in teaching or a role directly engaged with education, or specific experience using or developing educational technologies.

Additional information

Other requirements
A personal statement is required that demonstrates both a clear understanding of and relevant motivation for pursuing this course. Please outline your understanding of digital technologies in learning environments, and their use and impact as teaching resources. This should include details of any professional experience in an educational setting where technology has been used that is relevant to the course.


Start date Application deadline
23 September 2024 2 August 2024 (International)
19 August 2024 (Home)

Recognition of other Learning (ROL)

If you have prior learning or experience at an appropriate level, you may apply for exemption from some of the credit requirements of the course. Applications for ROL should be made at the time of application for admission to the university and at least four weeks before the start of the course. Applications for ROL are processed free of charge. Late applications will not be considered. Please visit the School of Education ROL pages for full information and how to apply.

Our step-by-step guide covers everything you need to know about applying.

How to apply


Qualification MA
Home / UK £9,700
International £25,250

Additional information for international students

If you are a student from the EU, EEA or Switzerland, you may be asked to complete a fee status questionnaire and your answers will be assessed using guidance issued by the UK Council for International Student Affairs (UKCISA) .

These fees are for full-time study. If you are studying part-time, you will be charged a proportion of this fee each year (subject to inflation).

Additional costs

All students will need at least one device to approve security access requests via Multi-Factor Authentication (MFA). We also recommend students have a suitable laptop to work both on and off-campus. For more information, please check the equipment advice.

As a student on this course, you should factor some additional costs into your budget, alongside your tuition fees and living expenses.

You should be able to access all of the readings you’ll need through our libraries (especially e-libraries), though you may wish to purchase your own copies of a research method textbook (we estimate this to be less than £75).

You will benefit from having access to your own computer and possibly a smart phone. The school covers the cost of a DBS check if required and the field trip to BETT.


There are many ways to fund your postgraduate course, from scholarships to government loans.

We also offer a range of international masters scholarships for high-achieving international scholars who can put their Nottingham degree to great use in their careers.

Check our guide to find out more about funding your postgraduate degree.

Postgraduate funding


We offer individual careers support for all postgraduate students.

Expert staff can help you research career options and job vacancies, build your CV or résumé, develop your interview skills and meet employers.

Each year 1,100 employers advertise graduate jobs and internships through our online vacancy service. We host regular careers fairs, including specialist fairs for different sectors.

International students who complete an eligible degree programme in the UK on a student visa can apply to stay and work in the UK after their course under the Graduate immigration route. Eligible courses at the University of Nottingham include bachelors, masters and research degrees, and PGCE courses.

Graduate destinations

This course provides a solid grounding for a career in education, training, educational technology or further research. Career destinations for School of Education graduates include education advisers, language tutors, primary/secondary teachers, vocational/industrial trainers and instructors and those working in the caring professions including counsellors.

A number of our graduates are already in employment while undertaking part-time study for professional development in their chosen career.

Career progression

95.2% of postgraduates from the School of Education secured graduate level employment or further study within 15 months of graduation. The average annual salary for these graduates was £28,108.*

* HESA Graduate Outcomes 2020/21 data published in 2023. The Graduate Outcomes % is derived using The Guardian University Guide methodology. The average annual salary is based on graduates working full-time, postgraduate, home graduates within the UK.

Two masters graduates proudly holding their certificates
" The future of teaching and learning is being created right now as new educators and researchers put their minds to the task of imagining and designing digital tools to explore and foster new forms and configurations for how people can learn. I’m proud to help guide students who want to be on the forefront of exploring how digital technologies can embody theories of learning to expand our understanding and open new directions for education in the 21st century and beyond. "
Dr Pryce Davis, Course Leader

Related courses

This content was last updated on Tuesday 23 April 2024. Every effort has been made to ensure that this information is accurate, but changes are likely to occur given the interval between the date of publishing and course start date. It is therefore very important to check this website for any updates before you apply.