My main research topics are:

Chronemics and other CMC cues

Computer-mediated communication (CMC) is rich in chronemic (time-related) and visual cues that augment the written text and provide nuance, social cues, relational information, and more. I am interested in a better theoretical and applied understanding of these cues and of their roles. For example, see:

  • Mauda, L. & Kalman, Y.M. (2016). Characterizing quantitative measures of user engagement on organizational Facebook pages. Proceedings of the 49th Hawaii International Conference on System Sciences. Washington DC, IEEE. [PDF]
  • Kalman, Y.M. & Gergle, D (2014). Letter repetitions in computer-mediated communication: a unique link between spoken and online language. Computers in Human Behavior, 34 (1), 187-193. [doi]
  • Kalman, Y.M., Scissors, L. E., Gill, A. J., & Gergle, D. (2013). Online chronemics convey social information. Computers in Human Behavior, 29(3), 1260-1269. [doi]
  • Kalman, Y.M. & Rafaeli, S. (2011). Online pauses and silence: Chronemic expectancy violations in written computer-mediated communication. Communication Research, 38 (1) 54-69. [doi]
  • Kalman, Y.M., Ravid G., Raban, D.R. & Rafaeli S. (2006). Pauses and response latencies: A chronemic analysis of asynchronous CMC. Journal of Computer Mediated Communication 12(1), 1-23. [PDF]
  • Kalman, Y. M. & Rafaeli, S. (2005).Email chronemics: unobtrusive profiling of response times . Paper presented at the 38th Hawaii International Conference on System Sciences, Big Island, Hawaii.[PDF]

HCI markers: Mining online language and HCI for health-related markers

As we use computers and other information and communication technologies, we produce a stream of digital data that can be captured and analyzed. I and others in the HCI (human-computer interaction) community are beginning to demonstrate that these data reveal valuable information about users’ health. My goal is to identify and characterize such markers (HCI markers) and to explore ways to use these new insights to promote health and wellbeing in a socially responsible manner. For example see:

  • Kalman, Y.M., Kavé, G. & Umanski, D. (2015). Writing in a digital world: Self-correction while typing in younger and older adults. International Journal of Environmental Research and Public Health, 12 (10), 12723-12734. [link to special issue on aging and cognition]
  • Kalman, Y.M., Geraghty, K., Thompson, C.K., & Gergle, D. (2012). Detecting linguistic HCI markers in an online aphasia support group. Paper presented at the 14th international ACM SIGACCESS conference on computers and accessibility, October 22-24, Boulder, Colorado. [PDF]
  • Kalman, Y.M. (2013) HCI Markers: An Interdisciplinary Technological, Methodological and Ethical Challenge for the HCI Community. IsraeHCI, January 15. Herzliya, Israel.
  • Kalman, Y.M. (2011). HCI markers: A conceptual framework for using human-computer interaction data to detect disease processes. Paper presented at the 6th Mediterranean Conference on Information Systems (MCIS), Limassol, Cyprus, September 3-5, 2011.

The relationships between innovation in learning technologies, and business models in the higher education sector

In the last thirty years I witnessed tremendous developments in the field of educational technologies. In contrast, I observe an insufficient ability of most organizational decision makers and policy makers in the higher education sector to harness these innovations to meaningfully improve higher education. Instead, we see unsystematic experimentation, ongoing cycles of hype and disillusionment, repeated predictions of the demise of higher education as we know it, and a higher education system that is perceived as conservative, and less and less relevant for the needs of the twenty-first century knowledge society. I apply my managerial experience in the for-profit educational services sector, my understanding of innovation in digital technologies, and basic principals of strategic management, to understand the relationships between innovation and business models in higher education. For example see:

  • Kalman, Y.M. (2016). Cutting through the hype: Evaluating the innovative potential of new educational technologies through business model analysis. Open Learning: The Journal of Open and Distance Learning, 31 (1), 64-75. [doi]
  • Kalman, Y.M. (2014). A race to the bottom: MOOCs and higher education business models. Open Learning: The Journal of Open and Distance Learning, 29 (1), 5-14. [doi]
  • Kalman, Y.M. & Leng, P.H. (2007). A distributed model for managing academic staff in an international online academic programme. Interactive Learning Environments 15(1), 47-60. [PDF]
  • Kalman, Y.M. (2014). Free as in beer or free as in MOOCs? Using business model analysis to cut through the hype on innovation in higher education. Paper presented at the “Innovation in higher education: Building a better future?” ICA preconference, May 22, 2014, Seattle, WA.
  • Kalman, Y.M. (2010). How low can you go? The tuition-free business model of The University of the People. Paper presented at the 5th Chais Conference on Instructional Technologies Research, February 10, Ra’anana, Israel. [PDF]

The impact of digital innovation on everyday life in the knowledge society

Digital innovation influences many aspects of everyday life in the knowledge society. I try to better understand these influences on areas such as information overload, education, and interpersonal relationships. In these attempts I try to avoid the pitfalls of technological determinism and of the false utopia/dystopia dichotomy, and my goal is to advance academic theory as well as to provide useful insights for individuals and for decision makers in organizations. For example see:

  • Kalman, Y.M. & Ravid, G (2015). Filing, piling and everything in between: The dynamics of email inbox management. Journal of the American Society for Information Science and Technology , 66 (12), 2540-2552. [doi]
  • Kalman, Y.M., Raban, D.R., Rafaeli, S. (2013). Netified: social cognition in crowds and clouds. In Y. Amichai-Hamburger (Ed.), The social net: Human behavior in cyberspace, 2nd edition. Oxford, England: Oxford University Press. [email me for pre-print]
  • Kalman, Y.M. & Rafaeli, S. (2011). Online pauses and silence: Chronemic expectancy violations in written computer-mediated communication. Communication Research, 38 (1) 54-69. [doi]
  • Ravid, G., Kalman, Y.M., Rafaeli, S. (2008). Wikibooks in higher education: Empowerment through online distributed collaboration. Computers in Human Behavior 24(5), 1913-1928. [doi]