Research and Publications

RESEARCH AGENDA

My research interests in education and technology fall broadly into four tracks: (a) Emerging technologies in learning environments, (b) Cognitive aspects of technology in learning environments, (c) Narrative based alternate reality games as learning environments, and (d) Teacher professional development through action research. Additionally, work in these four areas has led me to preliminary questions concerning: self-regulated learning, synergistic knowledge, and student efficacies and attitudes towards learning with technology. Below and in my professional presentations, you will find samples of work in each of these areas.

Additional work in Action Research and Online Mentoring can be explored with these links.

PAPERS AND PUBLICATIONS

Bigenho, C. (2012). Self-regulation, Alternate Reality Games and PBL: Are students ready to play to learn? [Accepted] American Educational Research Association , 2012.

Bigenho, C. and Lin, L. (2012). Multi-tasking in the classroom: Does chatting with friends on the computer affect understanding of a lecture? [Accepted] American Educational Research Association , 2012.

Bigenho, C. (2011). Student reflections as artifacts of self-regulatory behaviors for learning: A tale of two courses. (Doctoral dissertation, University of North Texas, Denton, 2011).

Lin, L. and Bigenho, C. (2011). Cognitive Note-taking and memory in different media environments . Computers in the Schools , 28(3), 200-216.

Warren, S., Dondlinger, M., McLeod, J., & Bigenho, C. (2011). Opening The Door: An evaluation of the efficacy of a problem-based learning game . Computers & Education , 58, 397-412.

D'Alba, A., Najmi, A., Gratch, J., & Bigenho, C. (2011). Virtual learning environments. The oLTECx: A study of participant attitudes and experiences . International Journal of Gaming and Computer-Mediated Simulations , 3(1), 33-50.

Lin, L. and Bigenho, C. (2010). Cognitive Load in Different Media Environments: When Does Note-taking Help Memory Recall? Society for Information Technology and Teacher Education , March 2010.

Bigenho, C. (2010). Proposed theory of developing synergistic knowledge. American Educational Research Association , 2010. Paper based on unpublished paper: Developing synergistic knowledge and its implications on distributed learning environments, Bigenho, C. (2008).

Bigenho, C. Najmi, A. and Alajmi, M. (2010). Virtual orientation environment: A pilot study of participant attitudes and experiences. American Educational Research Association , 2010.

Bigenho, C. (2009). Mining for gold: RSS technologies find the nuggets for you . Learning & Leading with Technology , 36(6), 18-19.

Lin, L, Bigenho, C. (2009). Note-taking, cognitive load and word recall in different media environments. Submitted to AERA and Accepted: July, 2009. (Download PDF)

Bigenho, C. Najmi, A. & Alajmi, M. (2009). Virtual orientation environment: A pilot study of participant attitudes and experiences. Submitted to AERA and Accepted: July, 2009. (Download PDF)

Bigenho, C. (2009). Proposed theory of developing synergistic knowledge. Submitted to AERA and Accepted: July, 2009. (Download PDF). Paper based on unpublished paper: Developing synergistic knowledge and its implications on distributed learning environments, Bigenho, C. (2008). (Download PDF-Full Paper)

Bigenho, C. (2009). Mining for gold: RSS technologies find the nuggets for you. Learning & Leading with Technology, 36(6), 18-19. (Article Link: http://tinyurl.com/mining-for-gold) (Download PDF)

Bigenho, C. (2008). The classroom of the future: Professional development and a constructivist’s classroom. (Download PDF)

Abstract: This paper explores the theory informing the design and development of the Classroom of the Future for the National Association of Independent Schools (NAIS) Annual Conference. This paper looks at how theory informed design as well as the success of the design in helping educators understand new ways of teaching with technology. This was the first year of a two-year project involving the development of an interactive classroom experience for participants, workshops and online learning adventures.

Bigenho, C. (2007). Master teachers as master learners: A new perspective on the role of a teacher. (Download PDF)

Abstract: The traditional role of a teacher has been one of instruction, facilitation, and the transference of information. Teachers who are expert in this role are known as Master Teachers. Master implies expertise so this paper examines the concept of expertise and applies it to teaching and learning models. A new role for teachers is proposed. This role is based on the principle of apprenticeship and situational cognition. Teachers move away from being the locus of instruction and move toward the role of a learner- a Master Learner. The paper addresses the nature of learning and expertise and formulates a new model where the teacher is the expert learner in the class.