Reflective Analysis on Teaching and Learning Computational Thinking Online
In 2006, Wing proposed Computational Thinking (CT) as a fundamental skill to everyone (Wing, 2006). To promote CT and address the limitations to teach CT in a traditional face-to-face classroom, the Computer Science (CS) program at the University of Arizona South has offered an online class to teach and learn CT since 2013. In this paper, based on the collected teaching/learning practice data, we evaluate on the online course reflectively by analyzing course elements including student, instructor, course content, and the relationships between them as well as the course as a whole by putting all elements together. The reflective analysis shows that the online course is capable of supporting students to learn CT effectively and actively. The analysis also provides informed data to evolve the online course development so as to continually promote CT to students.