Children’s online collaborative storytelling during 2020 covid-19 home confinement

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dc.contributor.authorAlonso-Campuzano, Cristina
dc.contributor.authorMazzeo, María Concetta
dc.contributor.authorGonzález, Noelia Sosa
dc.contributor.authorNeoh, Michelle Jin Yee
dc.contributor.authorCarollo, Alessandro
dc.contributor.orcidIandolo, Giuseppe [https://orcid.org/0000-0002-4715-7043]
dc.contributor.orcidGabrieli, Giulio [https://orcid.org/0000-0002-9846-5767]
dc.contributor.orcidEsposito, Gianluca [https://orcid.org/0000-0002-9442-0254]
dc.date.accessioned2022-03-14T21:53:30Z
dc.date.available2022-03-14T21:53:30Z
dc.date.issued2021
dc.description.abstractenglishDigital collaborative storytelling can be supported by an online learning-management system like Moodle, encouraging prosocial behaviors and shared representations. This study investigated children’s storytelling and collaborative behaviors during an online storytelling activity throughout the 2020 SARS-CoV-2 home confinement in Spain. From 1st to 5th grade of primary school, one-hundred-sixteen students conducted weekly activities of online storytelling as an extracurricular project of a school in Madrid. Facilitators registered participants’ platform use and collaboration. Stories were audio-recorded, transcribed verbatim, and analyzed using the Bears Family Story Analysis System. Three categories related to the SARS-CoV-2 pandemic were added to the story content analysis. The results indicate that primary students worked collaboratively in an online environment, with some methodology adaptations to 1st and 2nd grade. Story lengths tended to be reduced with age, while cohesion and story structure showed stable values in all grades. All stories were balanced in positive and negative contents, especially in characters’ behavior and relationships, while story problems remained at positive solution levels. In addition, the pandemic theme emerged directly or indirectly in only 15% of the stories. The findings indicate the potential of the online collaborative storytelling activities as a distance-education tool in promoting collaboration and social interactionseng
dc.format.mimetypeapplication/pdf
dc.identifier.doihttps://doi.org/10.3390/ejihpe11040115
dc.identifier.instnameinstname:Universidad El Bosquespa
dc.identifier.issn2174-8144
dc.identifier.reponamereponame:Repositorio Institucional Universidad El Bosquespa
dc.identifier.repourlrepourl:https://repositorio.unbosque.edu.co
dc.identifier.urihttps://hdl.handle.net/20.500.12495/7268
dc.language.isoeng
dc.publisherMDPIspa
dc.publisher.journalEuropean Journal of Investigation in Health, Psychology and Educationspa
dc.relation.ispartofseriesEuropean Journal of Investigation in Health, Psychology and Education, 2174-8144, Vol 11, Num 4, 2021spa
dc.relation.urihttps://www.mdpi.com/2254-9625/11/4/115
dc.rightsAtribución 4.0 Internacional*
dc.rights.accessrightshttps://purl.org/coar/access_right/c_abf2
dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
dc.rights.accessrightsAcceso abierto
dc.rights.localAcceso abiertospa
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/*
dc.subject.keywordsStorytellingspa
dc.subject.keywordsCollaborative learningspa
dc.subject.keywordsSocial distancingspa
dc.subject.keywordsCOVID-19spa
dc.subject.keywordsCognitive developmentspa
dc.titleChildren’s online collaborative storytelling during 2020 covid-19 home confinementspa
dc.title.translatedChildren’s online collaborative storytelling during 2020 covid-19 home confinementspa
dc.type.coarhttps://purl.org/coar/resource_type/c_6501
dc.type.coarversionhttps://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.driverinfo:eu-repo/semantics/article
dc.type.hasversioninfo:eu-repo/semantics/publishedVersion
dc.type.localArtículo de revista

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