In the teaching of introductory programming, the current trend is to use the visual way of programming. It is based on composing the prepared graphic elements in drag&drop manner. Students’ rapid progress in creating mobile applications in a visual programming environment, such as MIT App Inventor 2, is recorded from educational practice. Afterwards, the students’ interest in creating applications in a way typical for professional development – by textual programming in Android Studio, is shown. However, the results of the pre-research show a considerable gap in the students’ ability to program in visual and textual way. In the dissertation thesis, the teaching conception of programming is designed and verified. The conception is aimed at optimizing the transition of students from visual programming to textual programming. The conception is based on the theory of mediated transfer, hybrid programming and the using of Java Bridge as a knowledge transfer mediator. The results show the positive effect of the designed conception and the used mediator in the transfer of knowledge in the transition from visual to textual programming. The students achieved far transfer (high road transfer). Although students achieved higher performance in visual programming, they were able to create non-trivial applications by textual programming too. At the end of the research, students showed a positive attitude towards textual programming and they also positively evaluated their ability to create applications in this way. Java Bridge and the code generation feature was evaluated by students as helpful.