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According to the socio-constructivist theories of learning, collaborative learning allows negotiation of shared meanings and co-construction of new knowledge among peers. This approach fits particularly well with healthcare professional education needs, as these professionals often face challenging issues that require the ability to fully understand the complexity of the patients' health conditions through working with others. However, while collaborative learning approaches are widely used in face-to-face nurse education contexts, their online equivalent still seem to be understudied, in spite of their great potential for the field. This systematic literature review investigates: (1) to what extent are online collaborative learning activities being adopted and investigated in formal nurse education, (2) What kind of online collaborative learning activities/techniques are proposed and what team structures are employed, (3) what technologies are used to run these learning activities, and (4) what methods are used to evaluate the impact of these activities. Studies were included if they presented online collaborative learning activities proposed by Universities or VET (Vocational Education and Training) providers. Articles published in 2015 or later were collected in November 2022 from Scopus, Web of Science and Medline. A total of 1059 records were retrieved, selected and analysed by four coders, resulting in a final dataset of 75 papers that were coded for type of collaborative approach, study characteristics, research methodology used, strength of evidence, and relevance to the research questions. Most of them described the use of activities like Discussions, Case Studies and Peer Reviews, sometimes in association with Role Play. In terms of technologies, Learning Managements Systems, forums and social media were already common pre-pandemic, but during the lockdown synchronous communication tools -- often used to support simulations -- took over. Data collection was carried out quantitatively, qualitatively or using mixed methods, but in many cases data reporting is weak or absent at all. The majority of the retrieved papers illustrate activities where collaboration was not structured in any way and there was no joint assignment or common objective/artefact that learners needed to reach/produce. In case of blended interventions, often collaboration is limited to the face-to-face sessions, while the digital setting is used for individual work. In terms of social structure, most of the time small groups or plenaries are used. In summary, the review reveals that studies on online collaborative learning for nurses are limited, especially in Europe, and the design of online collaborative activities often clashes with the principles put forward by the Computer Supported Collaborative Learning (CSCL) research community. Based on the results of the review we put forth some key recommendations, such as ensuring that online collaboration involves the creation of a shared artefact and striving to make virtual simulations actually collaborative, rather than limited to envisage student interactions in the debriefing phase. The paper also proposes a number of research areas seldom investigated and that would deserve further attention in the future.

By articulating a shared victimhood or guilt or responsibility, memorial museums are designed as ethical projects that encourage visitors to learn from the past to build a "better future". In contemporary Europe, Holocaust memorials and museums constitute a trajectory of remembrance about public Holocaust memory that consolidates political legitimacy and articulates national narratives of the legacy of WWII. In parallel, increasing adoption and spread of digital technologies have resulted in a convergence and a globalisation of themes and user interests associated with Holocaust memory. The purpose of this study is to investigate the perspectives and interests of users of the social media profiles of a group of Holocaust museums and memorials in Germany and Italy. Using a primarily quantitative approach, the study sought to understand the motivations, interests, and online activities of users of nine Holocaust museums and memorials. While national narratives regarding public policy continue to diverge in the two countries, users express a convergence of interests and motivations when using these social media profiles. This dual venture of Holocaust memory is a complex yet powerful example of how the globalisation of digital media is playing an increasingly significant role in European contemporary society. [ABSTRACT FROM AUTHOR]

Digital technologies and social media platforms have been used in museum communication for over a decade now, and Holocaust museums have increasingly adopted them in their modes of commemoration and provision of educational content. Nevertheless, very limited research has been conducted into the potential of social media as new memory ecologies. In this exploratory study, we conceive social media platforms as socio-technical-ecological systems whereby users develop and engage with memory practices of the Holocaust. We adopt a networked socio-ecological approach to analyse how a sample of Holocaust museums (N = 69) develop practices of digital Holocaust memory in social media. The institutions are analysed in terms of "size" (small, medium, or large), how they differ in their attitudes towards these practices, and to what extent they circulate Holocaust memory on social media. The study adopts multiple quantitative approaches and combines the results of a survey with a set of social media metrics analysing how museums engage on Facebook, Twitter, Instagram, and YouTube in terms of generated content, interactivity, popularity, and type of content. Results show that museums have an overall positive attitude towards social media although some concerns were expressed, mostly by smaller institutions; they tend to use mostly Facebook, Instagram and YouTube, and to share educational content and information about the museum's activities. However, despite a tendency to aggregate a large number of fans and followers, especially in the case of larger institutions, interaction with users remains limited. Prospects for more interactive participation and its implications are also discussed. • Museums have an overall positive attitude towards social media although concerns were expressed by smaller institutions. • They tend to use mostly Facebook, Instagram and YouTube, and to share educational content and information about activities. • Interaction with users remains limited as the management of contentious contents is still a complex issue for these museums. [ABSTRACT FROM AUTHOR]