Self-Explanations: Does Timing Matter?

Abstract

Self-explanation promotes active learning by having students articulate their conceptual understanding in their own words. This study investigates whether the timing of self-explanations (before vs. after solving an exercise) relates to performance in a flipped, second-year computer organization course. Although students who self-explained before the exercises achieved higher course marks, the difference was not significant. Still, these findings suggest that early self-explanation may better prepare students for problem-solving when learning new concepts.