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 6, Issue 1 (2013)



Jane Skalicky


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


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