TY - JOUR
T1 - Children’s online collaborative storytelling during 2020 covid-19 home confinement
AU - Alonso-Campuzano, Cristina
AU - Iandolo, Giuseppe
AU - Mazzeo, María Concetta
AU - González, Noelia Sosa
AU - Neoh, Michelle Jin Yee
AU - Carollo, Alessandro
AU - Gabrieli, Giulio
AU - Esposito, Gianluca
N1 - Publisher Copyright:
© 2021 by the authors. Licensee MDPI, Basel, Switzerland.
PY - 2021/12/10
Y1 - 2021/12/10
N2 - Digital 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 ex-tracurricular 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 interactions.
AB - Digital 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 ex-tracurricular 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 interactions.
KW - Cognitive development
KW - Collaborative learning
KW - COVID-19
KW - Social distancing
KW - Storytelling
UR - https://www.scopus.com/pages/publications/85121387097
U2 - 10.3390/ejihpe11040115
DO - 10.3390/ejihpe11040115
M3 - Article
AN - SCOPUS:85121387097
SN - 2174-8144
VL - 11
JO - European Journal of Investigation in Health, Psychology and Education
JF - European Journal of Investigation in Health, Psychology and Education
IS - 4
M1 - 1619
ER -