The Problem-Based Learning (PBL) is an active teaching methodology developed through self-directed study and group work, with the objective of problem solving. However, using this methodology, some challenges appear in its implementation, for example, the difficulty of monitoring conversations unrelated to the context of the proposed problem, distancing itself from the center of the discussion and committing the learning objectives. Another factor to be considered is the formation of groups, since the methodology does not establish criteria for how to select the teams so that they are distributed in a heterogeneous way. The supervision of accomplishment of the PBL implementation cycle also requires from the facilitator frequent monitoring for the effectiveness of the methodology, representing a task that is difficult to verify, when it refers to the application of the individual or autonomous study. In this sense, this work presents a computational tool to support the PBL, which aims to contemplate the above-mentioned difficulties inherent to the implementation of this methodology and to assist in the teaching-learning process.

The flipped classroom is an active teaching methodology that alters the organization logic of face-to-face teaching, in which content is studied before students attend class, emphasizing the active participation of the student in the search of knowledge and teamwork during the resolution of tasks, giving opportunities to experience educational practices that allow the simultaneous execution between theory and practice. However, when using this methodology, a problem that occurs during its application is the difficulty for the teacher (facilitator) to follow the whole progress of the activities performed outside the classroom. Thus, this paper presents the development and evaluation process for a multi-agent system to support the flipped classroom according to the needs of users, with the purpose of correcting the problem inherent to the implementation of this learning theory.