Student Learning of Computational Thinking and Coding
Hua Bai · 2025
This paper reports a study that examined the development of teacher education students' computational thinking knowledge and coding skills in different online learning environments. The participants learned about computational thinking and coding over four consecutive weeks in an instructional technology class. One group of twenty-one participants attended weekly class meetings synchronously. The other group of eleven participants learned in a bichronous learning environment. The two groups did not demonstrate significant differences in performance and perceptions of integrating computational thinking and coding into teaching, except that the bichronous group had more positive perceptions of coding in education. The implications and recommendations were provided for future practice..