Why explaining deepens learning
initial situation
In many digital learning programs, learning remains an individual process. Learners consume content, complete assignments, and receive feedback—usually from the platform or from teachers. Interaction between learners is often optional or limited to short comments.
This leaves a key learning opportunity untapped: explaining. Simply receiving content does not necessarily mean that it has been fully understood. It is only when learners are asked to explain their knowledge to others that gaps, uncertainties, and implicit assumptions become apparent.
Basic idea
This is precisely where the eLearning tactic "Learn by Teaching" comes in. The approach is based on the assumption that learning is deepened when learners themselves slip into the role of teachers. They explain content, answer questions, give feedback, and reflect together with others. The key factor is the role reversal: learners take turns being explainers and questioners. Knowledge is not only reproduced, but actively structured, justified, and evaluated. Learning thus becomes a cooperative, reflective process.
Theoretical reference
Self-explanation theory forms a central theoretical basis. It describes how learning is particularly effective when learners explain content to themselves—whether aloud, in writing, or internally. Explaining makes connections explicit, reveals gaps in knowledge, and reorganizes mental models.
Empirical studies show that self-explanations lead to deeper understanding because learners have to link new knowledge with prior knowledge and formulate reasons. Errors and inconsistencies are more likely to be recognized than when simply rereading or listening.
In addition, Learn by Teaching draws on findings from research on cooperative learning. Joint explanation, discussion, and evaluation not only promote cognitive processes but also metacognitive skills. Learners reflect on their own understanding, adapt explanations to others, and change perspectives.
Another relevant aspect is peer feedback. Evaluating other people's contributions requires applying quality criteria and critically examining content. At the same time, feedback supports the development of reflective and communication skills. Learning occurs here through application, comparison, and evaluation.
In summary, these lines of research show that knowledge is not only repeated through explanation, discussion, and evaluation, but also actively restructured. Changes in perspective and metacognition deepen understanding in the long term. If explanation and evaluation deepen learning, digital learning opportunities should systematically enable and structure these activities, rather than leaving them to chance.
Implementation in detail
Several design principles arise from this theory:
- Incorporate explanation formats: Learners explain content in writing, orally, or via video.
- Switch roles: Explainers and questioners deliberately take turns.
- Structure peer feedback: Clear criteria support constructive feedback.
- Encourage reflection: Learners reflect on what has changed as a result of explanations or feedback.
- Making cooperation visible: Shared documents or discussion forums pool knowledge.
This turns learning into an active, social process.
Practical example
In a digital course on teaching methods, learners create short explanatory videos on key concepts. Other learners ask comprehension questions and provide structured feedback based on specified criteria. The explainers then reflect on the questions that arose and how their own understanding has changed. Key content is thus revisited multiple times: during creation, explanation, evaluation, and reflection.
Implementation in Moodle
Moodle supports learning by teaching in many ways:
- Forums for explanations and questions
- Assignments with peer feedback feature
- Databases or wikis for shared content
- Collaborative documents for joint development
It is important to have a clear didactic framework for the activities.
Challenges
Not all learners immediately feel confident in the role of explainer. A lack of structure can lead to superficial feedback. In addition, cooperative learning requires time and moderation. Learn by Teaching therefore needs clear expectations, supporting guiding questions, and feedback aids.
Conclusion
Learn by Teaching shows that learning is particularly deepened when learners explain, evaluate, and reflect on their knowledge. Digital learning opportunities that specifically promote cooperative explanation and feedback processes support perspective changes, metacognition, and lasting understanding.
Chi, M. T., De Leeuw, N., Chiu, M. H., & LaVancher, C. (1994). Eliciting self-explanations improves understanding. Cognitive science, 18(3), 439-477.
AI transparency notice: This text was created using generative AI based on extensive course notes. It has not yet been edited by human experts.
