International Students and Deep Learning

 Summary of Yang, W., et al. (2024)

Background & Existing Knowledge
International students often struggle in unfamiliar classroom contexts. Deep learning (DL) strategies, including self-directed learning and continuous feedback, may bridge this gap.

New Insights from This Study
✔ A flipped classroom combined with deep learning increased student engagement.
✔ Students improved in critical thinking, collaboration, and self-directed learning.
✔ Ongoing feedback made learning processes more transparent and meaningful.

Practical Applications: How Educators Can Use This Research

Flipped + DL Method
📌 Assign content for pre-class preparation and use class time for active learning.
📌 Integrate collaborative problem-solving and reflective activities.
📌 Scaffold self-directed learning with weekly learning targets.

Effective Feedback
📌 Use formative assessments to guide student growth.
📌 Offer structured feedback after in-class discussions.
📌 Encourage peer and self-feedback loops.

Support International Learners
📌 Adjust materials for language and cultural inclusivity.
📌 Offer learning strategy coaching early in the term.
📌 Use DL to track progress beyond language performance.

Conclusion
Combining flipped learning with deep learning strategies leads to sustained engagement and development of independent learning habits in diverse classrooms.

Key Words
flipped classroom, international students, deep learning, feedback, self-regulated learning

Reference
Yang, W., Zhang, X., Chen, X., Lu, J., & Tian, F. (2024). Based Case-Based Learning and Flipped Classroom to Improve International Students’ Deep Learning. BMC Medical Education, 24, 759. https://doi.org/10.1186/s12909-024-05758-8

Suggested Citation
Ross, E. M., & Malar, D. B. J. (2025). International Students and Deep Learning. Excellent Educator, 2(12), 4.