Journal of Peer Learning
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 5, Issue 1 (2012)
Article
Benefits of Guiding Supplemental Instruction Sessions for SI Leaders: a Case Study for Engineering Education at a Swedish University
Joakim Malm, Leif Bryngfors, and Lise-Lotte Mörner
A Student Experience of Peer Assisted Study Sessions in Physiotherapy
Gisela Sole, Andrew Rose, Tracey Bennett, Katrina Jaques, Zoe Rippon, and Jacques van der Meer
Asynchronous Online Peer Assistance: Telephone Messages of Encouragement in Post Licensure Nursing Programs
Sherri Melrose and Steve Swettenham
Precious MeTL: Reflections on the use of Tablet PCs and collaborative interactive software in peer-assisted study sessions
Adrian Devey, Marianne Hicks, Shaminka Gunaratnam, Yijun Pan, and Alexandru Plecan
From the Campus to the Cloud: The Online Peer Assisted Learning Scheme
Tim J. Beaumont, Aaron P. Mannion, and Brice O. Shen
Follow the Leader: Understanding the impact being a P.A.S.S Leader has on Self-Efficacy
Ruth McPhail, William Vuk Despotovic, and Ron Fisher
‘Spurring you on and rooting for each other’ – the potential value of group research projects.
Clair L. Hebron and Dinah J. Morris
Editors for Volume 5
- Editors
- Dr. Jane Skalicky, Student Learning & Academic Development, University of Tasmania
- Dr. Phillip Dawson, Office of the Pro Vice-Chancellor (Learning and Teaching), Monash University
- Associate Editors
- Dr. Elizabeth Beckmann, Centre for Higher Education, Learning & Teaching, Australian National University
- Sanchia Draper, Teaching and Learning Unit, Faculty of Business and Economics, The University of Melbourne
- Janine Chipperfield, Griffith Institute for Higher Education, Griffith University
- Dr. Chad Habel, School of Education, University of Adelaide
- Dr. Henk Huijser, Research, Teaching & Learning, Batchelor Institute of Indigenous Tertiary Education
- Editorial Advisor
- Sally Rogan, Director & National PASS Trainer, Student Support & Peer Learning, 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