Several developed countries have initiated compulsory computer programming classes at the primary and secondary school levels with many others aiming to implement them by the end of the decade. A significant issue encountered has been the lack of qualified computer science teachers. If developed countries with abundant educational resources are facing these challenges, how can countries in the developing world with limited resources overcome them? In this research, we pilot a novel solution by utilizing an online portal to deliver a standardized computer programing course utilizing self-regulated and designed-based learning concepts where the teacher and students learn simultaneously. The study utilized a quasi-experimental design that measured learning outcomes before and after a 25-hour course. Five university lecturers (control group) and one middle school teacher (treatment group) taught the course to 178 middle school students using standardized material from the online portal. A computational thinking test was administered pre and post-treatment to measure learning outcomes. The results showed that students of both groups significantly enhanced their computational skills with no significant difference in learning outcomes between groups supporting our hypothesis.
computational thinking, computer programming education, self-regulated learning, designed based learning, learning outcomes