Enhancing Learning Outcomes Through ABC (Arena Blended Connected) Curriculum Design: A Case Study of RK University

Abstract

This paper investigates the implementation of the ABC (Arena Blended Connected) Curriculum Design at RK University, and that’s influence on student participation, educational achievements and overall educational experience. Developed by Professor Diana Laurillard and her team at University College London, the ABC model integrates traditional, blended, and connected learning environments to create a learner-centered educational framework. This paper utilizes a diverse-mechanism approach, integrating measurable data gathered from surveys and assessments through qualitative perceptions derived from focus groups and interviews conducted with students and faculty. The research aims to assess the impact and effectiveness of the ABC Curriculum Design in enhancing student engagement, improving academic performance, and providing a flexible, technologyenhanced learning environment. The implementation process at RK University involved defining clear learning outcomes, designing diverse learning activities, integrating appropriate technologies, and developing comprehensive assessment strategies. Training and support were provided to ensure smooth adoption of the new methods. Quantitative results indicated a significant increase in student engagement and improved learning outcomes, as evidenced by higher scores in pre- and post-tests. Qualitative feedback highlighted the positive experiences of students and faculty, emphasizing the increased flexibility, interactivity, and collaboration facilitated by the ABC model. However, initial challenges such as resistance to change and technical issues were noted, which were addressed through ongoing support and training. This study illustrates that the ABC Curriculum Design is well-suited for implementation in the Indian higher education setting, providing a vibrant and interactive learning environment that addresses the varied needs of students. The findings suggest that continuous professional development for faculty, robust technical support, and a student-centered approach are critical for the successful adoption and sustainability of the ABC model. Further research is needed to examine the sustained impacts and scalability of this approach across diverse disciplines and institutions, contributing to the wider discussion on advancing innovative teaching methodologies in higher education.