We were also doing other pilots. So we did a pilot experimental blended courses, working with San Jose State University in California,
我們也在做其他的試驗。我們做了一個試驗性的混合實驗課程,再一次關于電路與電子技術
again, with the circuits and electronics course. You'll hear that a lot. That course has become sort of like our petri dish of learning.
同加利福尼亞州的圣何塞州立大學合作。你將多次聽到這門課。該課程已成為我們獲取知識的培養皿。
So there, the students would, again, the instructors flipped the classroom, blended online and in person, and the results were staggering.
在那里,學生們會再次在經過老師改造的課堂教學模式中將在線教學和課堂教學相結合,結果令人吃驚。
Now don't take these results to the bank just yet. Just wait a little bit longer as we experiment with this some more, but the early results are incredible.
到目前為止這些結果還不夠真實。還得等我們對此進行更長時間的試驗,但早期的結果已經叫人覺得不可思議。
So traditionally, semester upon semester, for the past several years, this course, again, a hard course, had a failure rate of about 40 to 41 percent every semester.
用傳統的教學方式,一個學期接一個學期,在過去幾年里,這門課,這門難學的課,每個學期大約有40%到41%的失敗率。

With this blended class late last year, the failure rate fell to nine percent. So the results can be extremely, extremely good.
去年年底的這種混合教學將失敗率降到9%。這種結果可以說是非常,非常好。
Now before we go too far into this, I'd like to spend some time discussing some key ideas. What are some key ideas that makes all of this work?
在我們深入探討之前,我想花些時間討論一些核心觀念,是什么樣的核心想法使這一切如此奏效?
One idea is active learning. The idea here is, rather than have students walk into class and watch lectures, we replace this with what we call lessons.
一個觀點是主動學習這個觀點,不是說讓學生走進課堂,聽講座,而是用課程來代替。
Lessons are interleaved sequences of videos and interactive exercises. So a student might watch a five, seven-minute video and follow that with an interactive exercise.
這類課程包括連續分節的教學視頻和互動練習。所以學生可能看一段五分鐘或七分鐘的視頻,并按視頻內容做互動練習。
Think of this as the ultimate Socratization of education. You teach by asking questions.
把它看做是終極的蘇格拉底式教育。通過提問來教學。