Teaching secondary school students programming using distance learning. A case study. Marek Nowicki, faramir@mat.umk.pl N. Copernicus University, Faculty of Mathematics and Computer Science, Chopina 12/18, 87-100 Toruń, Poland Michał Matuszak, gruby@mat.umk.pl N. Copernicus University, Faculty of Mathematics and Computer Science, Chopina 12/18, 87-100 Toruń, Poland Anna Beta Kwiatkowska, aba@mat.umk.pl N. Copernicus University, Faculty of Mathematics and Computer Science, Chopina 12/18, 87-100 Toruń, Poland Maciej Sysło, syslo@mat.umk.pl N. Copernicus University, Faculty of Mathematics and Computer Science, Chopina 12/18, 87-100 Toruń, Poland Piotr Bała, bala@mat.umk.pl N. Copernicus University, Faculty of Mathematics and Computer Science, Chopina 12/18, 87-100 Toruń, Poland University of Warsaw, ICM, Prosta 69, 00-878 Warszawa, Poland Abstract Regional Computer Science Course is a novel approach to increasing programming skills among secondary school students in Poland. It is fully based on distance learning and individual work of students after regular school hours. In this project the achievements of students were monitored on-line through weekly programming contests. The standardized tests have been developed to monitor students’ skills. In result large number of students increased their programming skills. In this paper we present idea of the project as well as its advantages and pitfalls. Keywords Distance learning, programming, secondary school INTRODUCTION Programming is one of the most difficult elements in the computer science teaching. Traditionally, school curriculum focuses on the algorithmic aspects of programming, leaving the practical implementation to the student’s own work. This is strongly reflected by the number of teaching hours proposed for this topic in the curriculum. In addition, the programming skills of teachers are rather weak, and thus they lack adequate support for the students. On the other hand, high school requirements and requirements for computing contests participants assume proficiency in implementation of efficient algorithms. As a result, we observe the decreasing number of students taking exams in computer science or participating in programming contests. A small number of students reaching programming proficiency make it usually on their own with little support from schools and teachers. In order to stop these trends, and to increase number of students potentially interested in learning programming at the Faculty of Mathematics and Computer