Children’s online collaborative storytelling during 2020 covid-19 home confinement
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...
- Autores:
-
Alonso-Campuzano, Cristina
Mazzeo, María Concetta
González, Noelia Sosa
Neoh, Michelle Jin Yee
Carollo, Alessandro
- Tipo de recurso:
- Article of journal
- Fecha de publicación:
- 2021
- Institución:
- Universidad El Bosque
- Repositorio:
- Repositorio U. El Bosque
- Idioma:
- eng
- OAI Identifier:
- oai:repositorio.unbosque.edu.co:20.500.12495/7268
- Palabra clave:
- Storytelling
Collaborative learning
Social distancing
COVID-19
Cognitive development
- Rights
- openAccess
- License
- Atribución 4.0 Internacional
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|
dc.title.spa.fl_str_mv |
Children’s online collaborative storytelling during 2020 covid-19 home confinement |
dc.title.translated.spa.fl_str_mv |
Children’s online collaborative storytelling during 2020 covid-19 home confinement |
title |
Children’s online collaborative storytelling during 2020 covid-19 home confinement |
spellingShingle |
Children’s online collaborative storytelling during 2020 covid-19 home confinement Storytelling Collaborative learning Social distancing COVID-19 Cognitive development |
title_short |
Children’s online collaborative storytelling during 2020 covid-19 home confinement |
title_full |
Children’s online collaborative storytelling during 2020 covid-19 home confinement |
title_fullStr |
Children’s online collaborative storytelling during 2020 covid-19 home confinement |
title_full_unstemmed |
Children’s online collaborative storytelling during 2020 covid-19 home confinement |
title_sort |
Children’s online collaborative storytelling during 2020 covid-19 home confinement |
dc.creator.fl_str_mv |
Alonso-Campuzano, Cristina Mazzeo, María Concetta González, Noelia Sosa Neoh, Michelle Jin Yee Carollo, Alessandro |
dc.contributor.author.none.fl_str_mv |
Alonso-Campuzano, Cristina Mazzeo, María Concetta González, Noelia Sosa Neoh, Michelle Jin Yee Carollo, Alessandro |
dc.contributor.orcid.none.fl_str_mv |
Iandolo, Giuseppe [https://orcid.org/0000-0002-4715-7043] Gabrieli, Giulio [https://orcid.org/0000-0002-9846-5767] Esposito, Gianluca [https://orcid.org/0000-0002-9442-0254] |
dc.subject.keywords.spa.fl_str_mv |
Storytelling Collaborative learning Social distancing COVID-19 Cognitive development |
topic |
Storytelling Collaborative learning Social distancing COVID-19 Cognitive development |
description |
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 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 interactions |
publishDate |
2021 |
dc.date.issued.none.fl_str_mv |
2021 |
dc.date.accessioned.none.fl_str_mv |
2022-03-14T21:53:30Z |
dc.date.available.none.fl_str_mv |
2022-03-14T21:53:30Z |
dc.type.coar.fl_str_mv |
http://purl.org/coar/resource_type/c_2df8fbb1 |
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Artículo de revista |
dc.type.hasversion.none.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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http://purl.org/coar/resource_type/c_6501 |
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info:eu-repo/semantics/article |
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http://purl.org/coar/version/c_970fb48d4fbd8a85 |
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http://purl.org/coar/resource_type/c_6501 |
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publishedVersion |
dc.identifier.issn.none.fl_str_mv |
2174-8144 |
dc.identifier.uri.none.fl_str_mv |
http://hdl.handle.net/20.500.12495/7268 |
dc.identifier.doi.none.fl_str_mv |
https://doi.org/10.3390/ejihpe11040115 |
dc.identifier.instname.spa.fl_str_mv |
instname:Universidad El Bosque |
dc.identifier.reponame.spa.fl_str_mv |
reponame:Repositorio Institucional Universidad El Bosque |
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repourl:https://repositorio.unbosque.edu.co |
identifier_str_mv |
2174-8144 instname:Universidad El Bosque reponame:Repositorio Institucional Universidad El Bosque repourl:https://repositorio.unbosque.edu.co |
url |
http://hdl.handle.net/20.500.12495/7268 https://doi.org/10.3390/ejihpe11040115 |
dc.language.iso.none.fl_str_mv |
eng |
language |
eng |
dc.relation.ispartofseries.spa.fl_str_mv |
European Journal of Investigation in Health, Psychology and Education, 2174-8144, Vol 11, Num 4, 2021 |
dc.relation.uri.none.fl_str_mv |
https://www.mdpi.com/2254-9625/11/4/115 |
dc.rights.*.fl_str_mv |
Atribución 4.0 Internacional |
dc.rights.uri.*.fl_str_mv |
http://creativecommons.org/licenses/by/4.0/ |
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Acceso abierto |
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http://purl.org/coar/access_right/c_abf2 info:eu-repo/semantics/openAccess Acceso abierto |
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Atribución 4.0 Internacional http://creativecommons.org/licenses/by/4.0/ Acceso abierto http://purl.org/coar/access_right/c_abf2 |
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openAccess |
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application/pdf |
dc.publisher.spa.fl_str_mv |
MDPI |
dc.publisher.journal.spa.fl_str_mv |
European Journal of Investigation in Health, Psychology and Education |
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Universidad El Bosque |
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Alonso-Campuzano, CristinaMazzeo, María ConcettaGonzález, Noelia SosaNeoh, Michelle Jin YeeCarollo, AlessandroIandolo, Giuseppe [https://orcid.org/0000-0002-4715-7043]Gabrieli, Giulio [https://orcid.org/0000-0002-9846-5767]Esposito, Gianluca [https://orcid.org/0000-0002-9442-0254]2022-03-14T21:53:30Z2022-03-14T21:53:30Z20212174-8144http://hdl.handle.net/20.500.12495/7268https://doi.org/10.3390/ejihpe11040115instname:Universidad El Bosquereponame:Repositorio Institucional Universidad El Bosquerepourl:https://repositorio.unbosque.edu.coapplication/pdfengMDPIEuropean Journal of Investigation in Health, Psychology and EducationEuropean Journal of Investigation in Health, Psychology and Education, 2174-8144, Vol 11, Num 4, 2021https://www.mdpi.com/2254-9625/11/4/115Atribución 4.0 Internacionalhttp://creativecommons.org/licenses/by/4.0/Acceso abiertohttp://purl.org/coar/access_right/c_abf2info:eu-repo/semantics/openAccessAcceso abiertoChildren’s online collaborative storytelling during 2020 covid-19 home confinementChildren’s online collaborative storytelling during 2020 covid-19 home confinementArtículo de revistainfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/articlehttp://purl.org/coar/version/c_970fb48d4fbd8a85StorytellingCollaborative learningSocial distancingCOVID-19Cognitive developmentDigital 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. 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