LEARNING THROUGH COLLABORATION WITH COLLABORATIVE PLATFORMS AND THE FLIPPED CLASSROOM

Abstract

This article summarises the pedagogical intervention carried out within the scope of the Professional Internship for the Master's Degree in Informatics Teaching at the University of Minho, conducted in a secondary school in the north of Portugal. The intervention focused on enhancing student motivation for learning collaborative platforms in a class characterised by low levels of achievement and engagement. Faced with this scenario, the Flipped Classroom methodology was implemented, structured in three phases—investigation, recap, and practical application—with the aim of fostering active student engagement, promoting autonomy, and consolidating learning. By integrating strategies grounded in students’ prior knowledge and adopting a dynamic approach to classroom activities and assessment, a significant improvement was observed in participation, attention, and academic performance, as evidenced by progress in module grades. The results reinforce the effectiveness of the flipped approach as a catalyst for academic success. This experience also represented a profound formative milestone, enabling critical reflection on the teacher’s transformative role. Enriched by this process, the trainee teacher reconfigures their professional identity with a renewed commitment: to spark curiosity and nurture the desire to learn, recognising education as a space of shared and continuous growth.