Perceptions of International Female Students toward E-Learning in Resolving High Education and Family Role Strain

Abstract

It is a common phenomenon for many mature female international students enrolled in high education overseas to experience strain from managing conflicting roles of student and family, and difficulties of cross-cultural adjustment. The purpose of this study is to examine perceptions and behavioral intentions of international female students toward e-learning as a tool for resolving overseas high education and family strain from a technology acceptance standpoint. To achieve this goal, Davis's (1989) technology acceptance model is used as the study's conceptual framework, to investigate perceived usefulness, ease of use and behavioral intentions toward e-learning. The research draws on face-to-face interviews with 21 female international students enrolled in classroom-taught degree programs at a university in Wuhan, China. The data is analyzed through coding and transcribing. The findings reveal that given its convenience, e-learning is generally perceived as practical in balancing study with family as well as feasible in saving time, money, and energy. However, key concerns were raised over the issues of poor and costly Internet connectivity in developing countries, as well as perceived negative reputation, lack of face-to-face interaction, and lack of motivation in online environment. Important issues and recommendations are raised for consideration when promoting e-learning program. This study emphasizes the need to revisit gender supporting policies and effective marketing to re-position the prevailing image of e-learning as a reputable and reliable education delivery method.