ArticleEuropean journal of investigation in health, psychology and education2021
Children's Online Collaborative Storytelling during 2020 COVID-19 Home Confinement.
Article in European journal of investigation in health, psychology and education, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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Who cites it
3 citing papers in PubMed.
- Effects of remote learning during COVID-19 lockdown on children's learning abilities and school performance: A systematic review.International journal of educational development · 2023Review
- Impact of Digital Literacy and Problematic Smartphone Use on Life Satisfaction: Comparing Pre- and Post-COVID-19 Pandemic.European journal of investigation in health, psychology and education · 2022Article
- The Role of a Ministry of Education in Addressing Distance Education during Emergency Education.European journal of investigation in health, psychology and education · 2022Article
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Authors and funding
8 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
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.
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