Exploring Self-Explanations in a Flipped Database Course

Self-explanations show promise for engaging students with preparatory materials, yet research into the types of self-explanations submitted in computing is limited. This paper examines student perceptions of self-explanation prompts in a flipped databases course, building on existing research that highlights the advantages of self-explanations in such contexts. We present our findings on students’ perceptions of the utility of self-explanation prompts and analyze the nature of the explanations generated across distinct topics. The results suggest that self-explanations not only facilitate a deeper understanding of the subject matter but also promote the discovery of new connections and examples through rewording explanations. Furthermore, errors within self-explanations offer valuable insights for the early identification of misconceptions.