In Japan, programming education will be introduced into the elementary curriculum from FY2020 onward. We analyze a case in which university students became remote support teachers for 10 programming classes in four elementary schools by the use of a Web conference system. The results show that teaching-related self-confidence increases when university students provide remote support. Additionally, facilitating the exchange of cooperative guidance between university students and teachers is important, along with the positive evaluations of student's work, thus providing guidelines for improving university students' remote support.
