The Journal of Peer Learning (ISSN 2200-2359) publishes research articles about peer learning across a variety of contexts, predominantly higher education.
The Journal of Peer Learning - formerly The Australasian Journal of Peer Learning - is a ranked journal in the Australian Research Council's Excellence in Research for Australia (ERA) journal list. All suitable manuscripts submitted to the Journal of Peer Learning undergo a double-blind peer review process. The Journal of Peer Learning is open-access and does not charge authors or readers a fee.
Volumes 1 to 3 of the Journal of Peer Learning were published as The Australasian Journal of Peer Learning (ISSN 1836-4306). Beginning with Volume 4, the journal publishes as the Journal of Peer Learning. The Editorial for Volume 4 discusses the name change.
Current Issue: Volume 6, Issue 1 (2013)
Student acceptance and application of peer assessment in a final year genetics undergraduate oral presentation
Heather Verkade and Robert J. Bryson-Richardson
Psychometric examination of the modified Clinical Teaching Preference Questionnaire (CTPQ)
Brett Williams and Christian Winship
The development of a peer assisted learning model for the clinical education of physiotherapy students
Samantha L. Sevenhuysen, Wendy Nickson, Melanie K. Farlie, Lyn Raitman, Jennifer L. Keating, Elizabeth Molloy, Elizabeth Skinner, Stephen Maloney, and Terry P. Haines
Helping students with difficult first year subjects through the PASS Program
Fauziah K.P.D. Sultan, Kannaki S. Narayansany, Hooi Ling Kee, Chin Hoay Kuan, M. Kamala Palaniappa Manickam, and Meng Yew Tee
A comparative study of African-American males vs females at a minority institute of higher learning and the role of Supplemental Instruction
Fawad Rafi and Nikolaos Karagiannis
Peer Assisted Study Sessions for postgraduate international students in Australia
Melissa Zaccagnini and Irina Verenikina
Meet-Up for success: The story of a peer led program’s journey
Lindy R. Kimmins
Faculty and academic staff perceptions, experiences and expectations of the PASS Program: A case study
Tairan K. Huang, Matthew P.J Pepper, Corinne L. Cortese, and Sally Rogan
Editors for Volume 6
- Dr. Jane Skalicky, Student Life and Learning, University of Tasmania
- Associate Editors
- Dr Gill Best, Academic Development and Support, Victoria University
- Dr Kym Cowley, Newcastle Business School, University of Newcastle
- Dr Chad Habel, School of Education, University of Adelaide
- Dr Henk Huijser, Research, Teaching & Learning, Batchelor Institute of Indigenous Tertiary Education
- Ms Clare Power, Learning and Teaching unit, University of Western Sydney
- Dr Jacques Van Der Meer, College of Education, University of Otago
- Editorial Advisor
- Sally Rogan, Director, Peer Learning and the National Centre for PASS, University of Wollongong
- The Editorial Team sincerely thanks the reviewers for this volume.
- Please see the Editorial Board page for our complete and current Editorial Board and team