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The purpose of this paper is to propose a multi‐dimensional taxonomy for information kiosk‐based self service technologies (SSTs). This taxonomy has an important contribution to make to the integration of research and development, in relation to information kiosks. There are aspects that may also be extended to e‐service, online service and self‐service.

The conceptual context for this work is established by a review of previous literature. This focuses on taxonomies and classification schemes relating to information kiosks, traditional services (p‐services) and e‐services. A comprehensive database of information kiosk technologies and their applications is constructed. Longitudinal observation of the development of information kiosk technologies is the basis for this and has been extended by web research.

An iterative analysis of the kiosk database defines the nature of service delivery from kiosks, and supports the identification and verification of the dimensions and sub‐dimensions of the taxonomy. It is informed by earlier classification schemes and taxonomies in the information kiosk, e‐service and p‐service literature.

This taxonomy has four main dimensions: Location, User, Task and Technology. Sub‐dimensions are developed for each of these main dimensions. It can be used to classify all information kiosks.

Commences with a review of the differences between consumer and business markets, and then proceeds to review the characteristics of the on‐line search services that have changed in order to facilitate the transition to end‐user services. Products have been significantly re‐designed to meet the needs of the end‐users. Interfaces have been improved, a range of different distribution channels are available, and products and services have been clustered. However, pricing strategies remain reminiscent of business markets. Online search services can not be regarded as retailers, but in offering products that are attractive to the end‐user are engaged in tactics that will push their products through the distribution chain.

Databases on CDROM are one of the more complex types of facility that will be accessed by the general public, either in their home, in airport lounges and other public arenas or in libraries. These databases extend over a wide range of different media types including bibliographic, full‐text and multimedia. Interfaces include DOS‐based and GUI‐based products. This paper reviews the literature on the design and evaluation of user interfaces on CDROM, with the objective of distilling guidelines for these activities. More specifically the article defines interfaces, dialogues and interaction, and explores the diversity in and issues associated with standardisation in interface design for CDROMs. Current criteria and guidelines for the evaluation of CDROM interfaces include those of the Special Interest Group on CDROM Applications and Technology (SIGCAT) and guidelines proposed by other authors. Using this earlier work as a basis an alternative set of guidelines is proposed.

This study conducts a systematic literature review to examine the interrelationships between e-learning critical success factors, instructors' perceptions of these factors, and the corresponding institutional actions taken by higher education institutions to achieve success in e-learning implementation, by fostering instructors’ acceptance of e-learning as a viable mode of delivery in higher education.

The research design employed in this study involves a systematic literature review of 43 peer-reviewed articles from EBSCO host and Scopus databases. The selected methodology employed thematic analysis of the gathered data by utilizing a multistep qualitative coding method of analysis.

The systematic literature review delivers three key findings. First, there is a notable divergence between instructors' perceptions of critical success factors for e-learning in higher education and the perspectives of other stakeholders, such as students, e-learning experts, and institutional management. Second, it emphasizes the importance for higher education institutions to understand and address instructors' perceptions to facilitate effective e-learning implementation. Third, the literature suggests potential causal relationships between institutional actions addressing the success factors deemed important by instructors and instructors' sustained acceptance of e-learning as a viable delivery mode.

The present study enriches knowledge of instructor perceptions of critical success factors for effectiveness in higher education by extending research in institutional management actions to enable their achievement. This study has implications for research strands on how instructors’ motivation and propensity for e-learning acceptance can be influenced by institutional management and how to reduce the level of resistance to adopting e-learning courses by addressing e-learning’s critical success factors as perceived by instructors.

Based on the theoretical insights derived from the systematic literature review, a conceptual framework is constructed, integrating the three concepts under investigation: success factors, institutional actions, and instructors' acceptance of e-learning in higher education. This framework provides a basis for future research seeking to validate the potential causal relationships among these concepts. Moreover, the study contributes to existing literature by addressing and consolidating research strands related to critical success factors and instructors' perceptions of e-learning effectiveness in higher education.

THhe value of current awareness services has long been recognized, and the possible forms of such tools are well documented. However, little attempt has been made to study the role and exploitation of these techniques in libraries and information units. Questions such as: which current awareness services are most popular?, is the most appropriate dissemination method dependent on the sector of librarianship?, how significant a part of a libary's activities are current awareness services? and, how do they fit into the day‐to‐day routine of the library?, remain unanswered.

The purpose of this paper is to review research and is to gather conceptual perspectives on the role and nature of e‐service, and the e‐service experience. Recent advances in technology have created a surge in technology‐based self‐service or e‐service, and there is an increasing recognition of its role in differentiation and customer interfaces.

An exploration of the inherent characteristics of technology facilitation of service, including notions of information service and self service, leads to definitions of e‐service and the e‐service experience. The following section explores two differentiators to the service experience: e‐service encounters, elements and episodes; and e‐service's role in the total multi‐channel experience. Finally the growing body of work on e‐service quality is reviewed in pursuit of an understanding of how work on dimensions of e‐service quality informs understanding of the nature of the e‐service experience.

In order to understand e‐service experiences it is necessary to go beyond studies of e‐service quality dimensions and to also take into account the inherent characteristics of e‐service delivery and the factors that differentiate one service experience from another.

The paper reviews the factors that impact on the nature of the e‐service experience, taking a wider perspective than that adopted by many researcher on e‐service when they focus on the identification of the dimensions of e‐service quality. In order to manage the e‐service experience it is important to develop a clear articulation of the nature, boundaries, components and elements of specific e‐service experiences, and to further investigate the interaction between these factors and service quality dimensions.

It is contended that knowledge management is directed towards finding out how and why information users think, what they know about what they know, the knowledge and attitudes they have and the decisions they make when they interact with others. At the heart lies the mutation of information into knowledge, a process best understood through seeing, knowing and information retrieval as features common to cognitive psychology and information management. The knowledge we have of knowledge, and changes to knowledge, can be monitored in negotiations like knowledge interviews for trainees. Such knowledge and belief systems can also be translated into managerial strategies, both qualitative, as when we emphasise value and benefit in the marketing approach to information, and quantitative, as when we devise ways of assessing probabilities with which desired outcomes will occur. Knowledge management is as much the management of meaning as management of entities and people, for in meaning lies the key to our understanding of what we decide to do as information managers. It is a multi‐disciplinary field offering a semantics and pragmatics for the evaluating and self‐evaluating manager.

The users of information services should be enabled to fully exploit current awareness services (CAS) on the Internet to their own benefit and also that of the larger organisation. Services available via the Internet have added to the importance of current awareness, the meaning of the concept of CAS and the purposes served by CAS. Empowerment requires commitment by both parties (information services and their users), a supportive environment, a clear idea of the outcomes to be achieved, and a new attitude to the training methods and opportunities to employ. The planning of CAS empowerment programmes within the familiar constraints on information services is considered. Aspects users should know about Internet CAS are identified, the role of the information specialist is considered and a few suggestions are made about the implementation of empowerment programmes. This article is based on a paper read at the Fifth Southern African Online Meeting, held on 9 June 1999, in Midrand, South Africa.

In this paper, the authors review the extant literature on e-learning effectiveness in higher education (HE) to investigate how teachers are affected by the actions that the management of higher education institutions (HEIs) need to take to address the success factors that are critical for e-learning effectiveness. E-learning, in the context of this study, encompasses the delivery of and access to a coordinated collection of learning materials and instructions over an electronic medium using a web server to provide the materials and a web browser to access them.

To address the study's aims the authors employ a narrative literature review methodology. Since the area under review is comprehensive and it entails the examination of several topics, the authors have selected this methodology to ensure thorough coverage, and a narrative literature review approach can provide the required degree of thoroughness as it covers a wide range of topics within the thematic area under review. The authors focus on contemporary scientific studies published between January 2017 and May 2022 on how teachers involved in e-learning are affected by management actions taken to achieve success factors for e-learning effectiveness within the HE sector, after identifying and grouping the success factors identified in prior literature into dimensions that reinforce effectiveness.

The authors of the present study have identified and outlined the most prevalent success factor dimensions by performing a narrative review of the extant literature on the topics of e-learning effectiveness and success factors, and by grouping the various success factors identified into the overarching dimensions presented. These dimensions must also be examined in terms of their relevant importance to the most significant e-learning stakeholder groups. Prior studies have made attempts to obtain relevant stakeholder views on success factors for e-learning, with the student perspective naturally being the most widely covered point of view in terms of e-learning success factors prioritization. More studies are needed that tackle the teachers' perspective as well, since this would enable researchers to determine how teachers view e-learning effectiveness success factors.

The authors also discover that the main success factors in literature are not discussed nearly enough from teachers' perspectives. The authors, therefore, highlight the importance of addressing teachers' perspectives, mainly because this will reinforce teacher acceptance of the e-learning system adopted by an HEI, and the authors also outline future research avenues through which the perception of teachers could be obtained. The authors have identified the technique of knowledge management as a potential method to involve teachers in the decision-making process concerning the management of e-learning more, by taking their views into account and documenting them. The authors have discerned that teachers' acceptance of e-learning would be reinforced by supportive management actions since as a result, teachers see improvements in their technological literacy and pedagogical skills, and this would bring about increased motivation, satisfaction and acceptance of e-learning systems.