Online Learning

MEd Degree Opportunity

Master of Education in Educational Leadership Degree (MEDL) Opportunity

Students who have successfully completed the 30 credit Online Learning & Teaching Diploma program (OLTD) have the opportunity to apply for a seat in the 10 credit Masters of Education in Educational Leadership (MEDL) degree program. Acceptance into the MEDL degree is contingent on successful application and approval from the OLTD Coordinator and/or the Faculty of Education's Chair of Graduate programs.

The MEDL degree program is designed for practising and aspiring professionals in the education field who are focused on bringing educational and instructional leadership into their schools or educational settings via blended, face-to-face and fully online delivery models.

The OLTD/MEDL degree option offers OLTD diploma graduates the opportunity to research, design and develop an applied Major Project five-chapter thesis or an empirical research Data-Driven five-chapter thesis.

MEDL students engage in a comprehensive review of the literature based on a research question and topic as developed during the OLTD program. Research and design projects have students critically investigate a topic of specific interest to their current teaching practice and their OLTD course learnings. Students work independently with an assigned Thesis Supervisor to guide their research, design and thesis work.

There is no residency requirement and all research and development work is conducted entirely online.

Two or three, five credit courses make up the OLTD/MEDL degree opportunity— MEDL 680 Field Inquiry followed by MEDL 690 Major Project with the possibility of MEDL 550 Research in Education to support research methodology and ethical considerations. It is expected that graduate candidates will complete the MEDL program within two to three academic semesters following full completion of OLTD. 

OLTD/MEDL degree Timeline

Fall Term

MEDL 680 - Field Inquiry

Under the guidance of a Thesis Supervisor, students development of a formal 5 chapter thesis document based on their area of focus (i.e., developing a major project or designing and collecting data). Research ethics approval applications (if applicable) are made early in the fall term. Project creation or data collection continues with an eye towards project completion or data analysis towards the end of the fall term.

Spring Term

MEDL 690 - Major Project

Under the continued guidance of a Thesis Supervisor, students complete the formal 5 chapter thesis as started in MEDL 680. Typically the focus is on major project completion and analysis or data collection and analysis through to recommendations and conclusions based on project outcome/data findings with the fully completed thesis due at the end of the spring term. 

MEDL 550 - Research in Education

Depending on the nature of the thesis, students may be required to complete this additional course in support of selecting appropriate research methods. 

Graduates of the OLTD/MEDL program find employment in leadership and instructional positions in the public and private education sectors, K-12 and post-secondary, in both brick and mortar and Distributed Learning (DL) environments.

  • Examples of completed MEDL Thesis documents are available via the VIU Space archive

For further information please contact or Acting Chair of Graduate Programs,

Note: Certified teachers employed in the BC public K-12 schools can apply to the Teacher Qualification Service (TQS) to secure an additional salary increment with the completion of the MEDL option. VIU does not provide this service and students are advised to check directly with their School District (employer) and the Teacher Qualification Service regarding their specific goals and context.

Melanie Sedergreen

"My professors solicited feedback and used the feedback to improve learning experiences. I wasn't just one number among many taking a course and jumping through hoops to get credit. I was given choice and flexibility. My personal context, passions and motivations were considered carefully. I have gained skills in the 21st Century learning that are relevant and necessary as a current educator. I now have the accreditation to take my career in multiple directions."