In this paper we investigate students’ outcomes regarding the use of a dual modality programming environment that combines both text mode and block mode in class. The survey targets students of the 3nd grade of Junior High School (Gymnasium) in Greece and attempts to answer research questions regarding their perceptions after a one year course using the programming environment Pencil Code. The analysis of the collected data clearly indicates that the vast majority of students have used both modes during their work. The students find the block mode easier than the text mode but prefer to modify or correct the code using the text mode. We also noticed significant correlations between the mode used and the students’ gender, their school grades and their future course choice. The findings of this study can be useful when redesigning new Informatics curricula for the secondary education.

The aim of this study was to analyze students’ experience of the implementation of emergency distance learning by their department due to the COVID-19 pandemic. The subjects of the study were University students of the department of Mathematics of the National and Kapodistrian University of Athens selected with a convenience sampling technique. A semi-structured questionnaire was used which was distributed online. A total of 391 student responses were collected for analysis. The study’s results indicate that students identify some positive characteristics in emergency remote teaching such as: access to recorded video lectures, efficient time management, and comfortable environment. On the other hand, they complain about network instability, lack of technical means and lack of communication in e-learning lessons. It seems that the majority of students preferred courses combining face to face and e-learning methods and evaluated as excellent the synchronous form of distance learning that uses teleconference platforms and digital boards.