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 Volume: Volume 7 (2014)
Academic Skills Rovers: A just in time peer support initiative for academic skills and literacy development
Peter Copeman and Polly Keightley
The first year experience of a peer assisted learning program in two institutes of technology in Ireland.
Carina Ginty and Nuala M. Harding
A study of medical students' peer learning on clinical placements: What they have taught themselves to do
Joanna H-M Tai, Terry P. Haines, Benedict J. Canny, and Elizabeth K. Molloy
Peer teaching experiences of final year paramedic students: 2011-2012
Brett Williams, Holly Fellows, Kathryn Eastwood, and Jamie Wallis
Classmate peer-coaching: "A Study Buddy Support scheme"
Jyothi Thalluri, Jackie A. O'Flaherty, and Paul L. Shepherd
Editors for Volume 7
- Associate Professor Jane Skalicky, Student Life and Learning, University of Tasmania
- Associate Editors
- Dr Gill Best, Academic Development and Support, Victoria University
- Dr Bryce Bunting, College of Undergraduate Education, Brigham Young 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