How collaboration shapes computational thinking

The purpose of this study was to examine the manifestation and learning of Computational Thinking (CT) skills as college students collaborated during iterative block-based programming activities. While prior research has extensively explored CT in K-12 education, fewer studies have investigated the construct in higher education, particularly in online collaborative settings. The mixed-method study, grounded in Constructionism, and guided by Brennan and Resnick’s CT framework, and Murphy’s framework for collaboration in online settings, analyzed Scratch projects, Online Asynchronous Discussion (OAD) posts, and reflective assignments from undergraduate and master’s students enrolled in an eight-week online course. The analysis focused on three core research questions regarding changes in CT scores, manifestations of CT in students, and the role of collaboration in the learning of CT skills.