Abstract:

One common feature of communication networks is that people want to receive the correct information. One of the methods to transfer information correctly is to encode it. Therefore, to be properly prepared, students need to learn different methods for encoding and decoding. Therefore, lecturers in the course "Coding in Telecommunication Systems" at the University of Ruse decided that it would be successful if the topic of Hamming codes were given with project-based tasks, so students can prepare them in their free time, giving them more freedom and opportunities to learn the topic.

With project-based learning, students learn the material by working for an extended period to research and find an answer to a complex problem. The benefit of this type of learning is that students improve their 21st-century skills, such as collaboration skills, creativity, critical thinking, self-confidence, problem-solving, project management, in-depth understanding, curiosity, etc.

The paper presents the application of project-based learning on the topic of Hamming codes solving the following problems:
1) studying the theory of Hamming codes in advance based on the idea of flipped-classroom, an approach in which students learn the theory part of the material at home, but practice their skills in the classroom allowing students to learn how to work alone, how to research, analyze and these skills are used when they need to prepare the report for the project-based tasks given to them;
2) building MS Excel-based applications for illustrating the principle of operation of encoders and decoders of Hamming codes (15, 11);
3) building the circuits of encoders and decoders of Hamming codes (15, 11) in Logisim;
4) creating multimedia, interactive and Augmented reality (AR) applications for studying the topic "Hamming codes".

Experiential learning used in the training process in the course "Coding in Telecommunication Systems" at the University of Ruse has a significant influence on helping students understand the subject. In fact, it also increases students' motivation because they better understand the practical application of the channel codes studied in the course. Another benefit of experiential learning is that students can learn not only from their experiences and errors, but can get help from the interactive application, using the AR app, which helps them not be stuck or unable to complete their tasks.
The paper presents data analysis from a students’ survey conducted with 36 students during the summer semester of the academic year 2021-2022 and exams assessments to demonstrate to what extent students have learned the material better using the approach of experiential learning and whether application skills have measurably improved as a result of this approach. For example, before applying this approach the average grade of the students was Good 3,56 and after applying it the final grade was increased to Very good 5,35.

Keywords:

Experiential learning, project-based learning, Hamming codes, encoders and decoders, computer-based tools.