The Four I-s of E-skills

Nationwide E-inclusion is yet to be realised in many countries, which could explain the E-skills diversities that exist in the workplace and amongst university students. Literature confirms the existence of E-skills diversity however fails to provide a comprehensive solution. Rapid E-learning adoption in South African universities make additional demands on first year students to use technology for learning, hence clear direction on how to address E-skill diversity is critical for university students' success. A longitudinal case study of sixteen undergraduate first year students with diverse E-skill levels was conducted to gather qualitative data needed to understand how using E-learning could contribute towards improving students' E-skills capabilities. Focus group interviews and course assessments were used to gather data from participants and Straussian-grounded-theory methods were employed to ensure rigorous, structured analysis of student experiences with technology and related E-skill development. Emerging categories show that diversity may be addressed by introducing carefully designed incrementally complex E-learning tasks, complemented by instructor interventions, beginning with instruction, then involvement, thereafter facilitating interaction and finally encouraging independence to stimulate E-skill development from fundamental to strategic levels.