Teaching programming to first year undergraduates in large numbers is challenging. Currently, online supported learning is becoming more dominant, even on face-to-face courses, and this trend will increase in the future. This paper uses activity theory (AT) to analyse the use of tools to support learning. Data collection took place during 2008-2010 at Kingston University and involves over one hundred responses. This has been analysed into activity systems offering a detailed analysis of the use of a number of tools being used.
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