Abstract:

Teaching programming in a high-level programming language is closely linked to the development of algorithmic and programming thinking. Only the interconnection of these two processes can lead to a successful mastery of the "programming art". The authors of the article have many years of experience in teaching programming at universities and high schools. In the article, they report on how they applied their experience gained from the full-time form of teaching to the distance form. They also point out how it is possible to turn mass teaching into individual ones by sharing the screen with each other and assigning the right to intervene in the program. Others can learn from the solution of a specific individual problem of one student in a group. Custom original task solutions can be a model for others that they can apply to their own programming project.

MS Teams allows connections to lesson via web browser or desktop application. An application gives the user more possibilities. If the student needs just some advice from the teacher, the connection via web browser is sufficient. If the student needs the direct intervention of the teacher, he must be connected via the application. In programming, it is best for the teacher to see the student’s program so that he can give him the best possible advice. Screen sharing is sufficient for this, and both methods support this option. Sometimes, however, simple advice is not enough. It is faster and more efficient for a student to allow the teacher direct access to source code modifications via remote desktop control. The browser connection is not an option in this case. This is possible only via the MS Teams application.

Keywords:

Programming, distance programming, problem solving, algorithmization, problem solving procedure, algorithm.