Abstract
This study investigated the effects of students' opting to use notification tools in a collaborative discourse-intensive online graduate course. Social constructivism and self-expectancy theory were applied to frame our understanding of the interactive relationship between the use of the notification tools, student's online contribution behavior and student's self-expectancy. Log-data from a 12-week hybrid (online and face-to-face) graduate course at a Canadian faculty of education was analyzed. Findings from the correlation, mediation and ANOVA analyses suggested that activation of the notification tool system positively affected students' contribution behavior and that the influence of the use of notification tools on student contribution behavior was partially mediated by student's self-expectancy.
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