Computational Thinking Guiding Change in Online Education

Abstract

As enrollment in online courses increases, there is a need for faculty members trained in teaching with technology and who can design effective online learning environments. Faculty, however, may perceive barriers to successful online education programs such as: loss of personal interaction with students, technology challenges, pedagogical concerns, institutional policy issues, and potential problems related to support and compensation. Computational Thinking (CT) offers a logical, exploratory, expandable and collaborative way of solving complex problems in a state of change. This article examines and synthesizes the literature on both CT methods in teaching and perceived faculty barriers to wider adoption of online educational environments. A further aim is to offer suggestions for collaborative faculty design and development opportunities exploring online education using CT as a framework for problem-solving.