How collaboration shapes computational thinking: evidence from iterative block-based programming in higher education

Computational Thinking (CT) is an essential problem-solving skill in today’s technology-driven world, yet little research has explored how college students learn CT skills, especially in online collaborative settings. This study examined the learning of CT skills in college students while they were working together on programming projects using Scratch, a block-based coding platform, in an eight-week online course. By analyzing students' coding projects, discussion posts, and reflective essays, the study explored manifestation and changes in their CT skills and the role of collaboration in their learning process.

Findings showed that students demonstrated strengths in CT concepts such as events (Triggers that cause something to happen), and sequences (Set of instructions executed step-by-step) but struggled with other like conditionals (Enabling a program to execute actions based on conditions) and operators (Performing calculations or comparisons to process data). Many effectively used iterative program development and remixing features, but skills like breaking down problems (decomposition) were less prominent. Findings also indicated that students mainly connected by giving feedback, starting with praise and later offering more helpful suggestions. They also expressed their interests through their projects, but they rarely asked questions.

Collaboration played a key role, with students who engaged in meaningful peer interactions and provided constructive feedback showing more growth in their CT skills. However, none reached the highest level of collaboration, suggesting opportunities for further research. This study emphasizes Scratch’s value in higher education and points to the use of structured peer feedback and group projects to enhance the learning of CT skills, helping educators design more effective courses.