How do students learn in schools? What role do individual differences play in learning? How can you improve learning environments to more optimally help students learn and develop?
Common to all these processes is that they take place while and because we interact. Interaction is the motor of learning and development, and it is therefore key to improving education.
While we all can recognize these interactions, in this Master track you will learn to take a scientific, evidence-based approach to examine these day-to-day interactions. We take a close look at the complex processes through which we learn academic subjects, we develop cognitive and meta-cognitive skills, and we acquire social competencies.
Different theoretical perspectives and didactic approaches come together in this Master track to understand learning processes in context, and to examine the challenges that arise in optimizing learning environments to learners' needs.
The track is designed to provide you with a blend of skills, theoretical background and practical experience required to understand learning processes and to (re)design learning environments.
Courses cover diverse evidence-based perspectives on learning processes and key characteristics of learners and context. This will enable you to apply design principles for optimal learning environments. In your research project (research proposal and thesis) you will work in small groups, guided by a staff member. Your research will be embedded in the research currently conducted by our researchers, so you can profit from our updated expertise and academic experience.
Connecting your academic training to practice is the focus on the internship. Here you will work within an organization (a school, university, publisher of educational materials, etc.) in trying to address a real issue where your expertise as educational scientist is needed.
| Periods | ||||
|---|---|---|---|---|
| Courses | 1 | 2 | 3 | 4 |
| *Methods and Techniques for Evaluation Research (5 EC)
The course offers in-depth knowledge, insights and skills related to quantitative empirical research, with a special focus on (quasi) experimental evaluation research. | ||||
| Learning in Human Interaction (5 EC)
Focuses on the centrality of human interaction in learning and development. Examines theoretical underpinnings and empirical evidence about the most important sources of human interactions in educational settings: the interaction of learners with their teachers, and their interaction with peers. | ||||
| *Master thesis (25 EC)
Students conduct their final research project, from research question to the scientific, written report: the Master's Thesis. Students work in close collaboration with their supervisor, in a thesis projects that is well-embedded in active research lines of our staff members. | ||||
| Learning in Interaction with Artefacts (5 EC)
Focuses on design principles and roles of learners in interaction with different sorts of artefacts, and on the unique learning opportunities that interaction with artefacts can offer. | ||||
| *Internship (5 or 10 EC)
Students apply their expertise as educational scientists to tackle a real question embedded in an educational organization. | ||||
| (If 5 EC Internship is chosen): Educational Organization & Management (5 EC)
This module teaches students about the organization and management of educational institutes. The starting point is the different approaches to organizing a school that stem from various perspectives on organizations. | ||||
| Student Diversity in the (Inclusive) Classroom (5 EC)
This course acts as a framework to the track, from which the limitations of the principle “support meets needs” are analyzed. Relevant themes are the role of teachers and the design of learning environments to support learning given multiple sources of student diversity. | ||||
| Reflection in & on Learning (5 EC)
How do students learn and how does metacognition influence learning? Metacognition is an important concept in cognitive theory. It consists of two basic processes occurring simultaneously: monitoring your progress as you learn, and making changes and adapting your strategies if you perceive you are not doing so well. The course focuses on the big ideas about metacognition. | ||||
Courses marked * are general courses
Consult about the possibilities with the programme coordinator.
| Specific requirements | More information |
|---|---|
| assessment interview |
Applicants might be invited to hold a (Skype/FacteTime) interview with the Admission Board as part of the application procedure. |
| knowledge minimum |
If you have any deficiencies in connection with Statistics and Research Methodology then we offer the possibility to take pre-master courses. The Admissions Office will inform you if you would qualify for this. For more information about the premaster have a look at the SPO site: http://spo-groningen.nl/premaster-statistics-and-research-methodology/ |
| previous education |
Related higher professional education (hbo): ALO, PABO of PA, hbo-pedagogiek, HKP, HPO, HSAO, 4-jarige tweedegraads lerarenopleidingen en hbo-psychologie. For unrelated HBO / university degree you need to submit an admission request (with CV and copy of diploma and grade lists) to: admission committee.pedok@rug.nl Information about the pre-master: www.spo-groningen.nl |
| written request |
Students with a
must submit an application for admission (with CV and copy of diploma and grade lists) via https://www.rug.nl/gmw/pedagogy-and-educational-sciences/education/master/aanvraag-toelating-master-pedok |
| other admission requirements |
Important: International students who need unconditional admission to apply for a scholarship need apply to the programme at least 2 months previous to the scholarship application deadline. |
To apply for this programme, first go to Studielink. After you have submitted your
details in Studielink, you will receive an e-mail with the
information necessary to activate your user account for OAS (the
Online Application System).
See the application
procedure for some guidance in OAS
Then, please upload the following documents in OAS:
If you have any doubts about your application, please contact us at: mailto:studyadvice.peduc@rug.nl
| Study programme | Organization | Transition |
|---|---|---|
| All Universities of applied sciences |
Via a pre-master with a maximum of
for details see 'ADMISSION REQUIREMENTS, previous education' (below) |
| Study programme | Organization | Transition |
|---|---|---|
| Pedagogical Sciences | University of Groningen | No additional requirements |
| Study programme | Organization | Transition |
|---|---|---|
| Educational Sciences | All Research universities |
Additional requirements More information:applies to students with a bachelor's degree in Educational Sciences obtained at a university other than the RUG, see ADMISSION REQUIREMENTS, written request (below). |
| Pedagogical Sciences | All Research universities |
Additional requirements Additional requirements:
applies to students with a bachelor's degree in Educational Sciences from a university other than the RUG, see ADMISSION REQUIREMENTS, written request (below). |
| Specific requirements | More information |
|---|---|
| assessment interview |
Applicants might be invited to hold a (Skype/FacteTime) interview with the Admission Board as part of the application procedure. |
| previous education |
BA - or BSc in the Educational Sciences or in one of the other Social Sciences |
| Exam | Minimum score |
|---|---|
| IELTS overall band | 6.5 |
| TOEFL paper based | 580 |
| TOEFL computer based | 237 |
| TOEFL internet based | 92 |
Please register through StudieLink. After you have submitted your details in Studielink, you will receive an e-mail with the information necessary to activate your user account for OAS (the Online Application System).
See the following website for some guidance in OAS: https://www.rug.nl/education/international-students/application-procedure/
Please upload the following documents in OAS:
* a copy of the (Bachelor) diploma on the basis of which you ask
admission to our programme (both original language and translated
in English)
* a copy of your transcript of records (both original language and
translated in English)
* a copy of your results for one of the mentioned English tests
(except for native speakers)
* a copy of your passport or ID card
* a letter of motivation
If you have any doubts about your application, please contact us at bss.msc.admission@rug.nl.
| Type of student | Deadline | Start course |
|---|---|---|
| Dutch students | 01 September 2019 | 01 September 2019 |
| 01 September 2020 | 01 September 2020 | |
| EU/EEA students | 01 May 2019 | 01 September 2019 |
| 01 May 2020 | 01 September 2020 | |
| non-EU/EEA students | 01 May 2019 | 01 September 2019 |
| 01 May 2020 | 01 September 2020 |
| Nationality | Year | Fee | Programme form |
|---|---|---|---|
| EU/EEA | 2018-2019 | € 2060 | full-time |
| non-EU/EEA | 2018-2019 | € 14350 | full-time |
| EU/EEA | 2019-2020 | € 2083 | full-time |
| non-EU/EEA | 2019-2020 | € 14600 | full-time |
Practical information for:
Our research is conducted within the Groningen Institute for Educational Research (GION), which allows for smooth connections between the research we do and the courses we teach. This means that your research project (Master's thesis) will be supervised by active researchers in the field and that your project will be closely connected to a larger research initiative.
On the GION web pages you can also find examples of current research.
prof. dr. Jan-Willem
Strijbos
expertise: technology-enhanced learning; collaborative
learning; peer assessment and feedback.
prof. dr. Alexander
Minnaert
expertise: motivational social-emotional, neurological,
and (meta)cognitive aspects in development and (gifted) student
learning, implementation of educational innovations aiming at
development, self-regulated, collaborative learning and
inclusion.
dr. Jasperina
Brouwer
expertise: higher education; workplace learning.
dr Marjolein
Deunk
expertise: teacher-child interactions; language and
literacy development; early childhood education and care; discourse
analysis; cultural diversity in education; differentiation.
dr. Danny
Kostons
expertise: self-regulated learning, executive functioning,
eye-tracking.
dr. Mayra Mascareño
Lara
expertise: classroom interactions; instructional quality;
development in early childhood.
dr. Alma
Spijkerboer
expertise: developmental psychology, neuropsychology,
executive functioning, digital learning environments,
self-regulating learning and reading comprehension in secondary
education.
If you want to know more about the programme Learning in Interaction, please contact:
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