1. THE POSSIBILITIES OF VIRTUAL LEARNING ENVIRONMENT TOOLS USABILITY FOR PROGRAMMING TRAINING Violeta Jadzgevičienė Vilnius Business College, Lithuanian University of Educational Sciences Jūratė Urbonienė Utena University of Applied Sciences Vilnius University Institute of Mathematics and Informatics

2. 1 Programming training Difficult, the need of personalisation 2 Learning styles (Honey&Mumford) The tool for learning personalisation 3 Training methods realisation in VLE (moodle) Practice of programming training personalisation

3. Causes of programming training difficulties: Methods of training; The use of learning techniques; Skills and attitudes of learners; Programming nature; Psychological reasons.

4. Feedback of CS students on the programming training N=132

5. Why was it difficult to learn to program? 64% decided that students worked not independently enough 60% pointed out the lack of motivation 48% emphasized that difficulty was not to get a result itself (to write a program) but to go through the all development process 39% answered that the syntax of programming languages was the most complex

6. The survey has clarified the following needs of the students: learning when the teacher explains individually; communication and collaboration; learning through technology; fast feedback; need for visualization of the program.

7. Honey and Mumford Typology of Learners

8. Most appropriate methodsLess appropriate methods brainstorming; concept mapping; working in cooperative groups; demonstrations of examples using visualization tools; reference study; self testing; discussions; case studies. lectures (they may be helpful if they provide expert explanations and analysis). Reflector

9. Theorist Most appropriate methodsLess appropriate methods lectures; demonstrations; readings; case studies; different observations; individual work; working in a step-by-step manner; design of analogies, systems, models, theories, and projects. talking to experts is normally not helpful (discussions, feedback); group work with activists.

10. Pragmatist Most appropriate methodsLess appropriate methods practical application of ideas; problem solving; feedback; self testing; example analysis; visualization of algorithms; decision-making; solving technical problems over interpersonal issues; applying new learning to actual practice to see if they work; field work; observations; coaching; simulations. group work; not evaluated work.

11. Activist Most appropriate methodsLess appropriate methods problem solving in an intuitive and trial-and-error manner; challenges of new experiences, involvement with others, assimilation; to do anything new; problem solving; small group discussions; group work; role-playing; gamming. individual works; non- interactive lectures; working in step-by-step manner; reference study.

12. Conclusions To achieve the objectives of his subject a teacher can choose between training methods or make their combinations, use different tools and technologies, and create an authentic style of work. It should be always taken into account the actual situation, i.e. the student's age, needs, capabilities, their learning style, the teacher's skills and qualities, the objectives of the subject. You can get the training (learning) process more personalized, when you identify the learning style and know the techniques suitable for that style. To assess the effectiveness of this classification requires an in-depth research.

13. Conclusions A number of Moodle VLE tools are suitable and can be used for enriching the programming training techniques. The pilot study carried out with the students allowed to verify the appropriateness of the use of the selected tools. Although the students have specified their need to communicate, collaborate and learn through technologies, however, to save the time, when performing the task, they rarely used such communication tools, as a chat, forums or messaging.

14. THE POSSIBILITIES OF VIRTUAL LEARNING ENVIRONMENT TOOLS USABILITY FOR PROGRAMMING TRAINING Violeta Jadzgevičienė Vilnius Business College, Lithuanian University of Educational Sciences Jūratė Urbonienė Utena University of Applied Sciences Vilnius University Institute of Mathematics and Informatics