Perceptions of International Female Students Towards E-learning in Resolving High Education and Family Role Strain

TL;DR

This study explores how international female students perceive e-learning as a solution to manage educational and family role conflicts, highlighting its practicality and challenges from a technology acceptance perspective.

Contribution

It applies the technology acceptance model to understand perceptions of e-learning among international female students, emphasizing gender-specific policy and marketing implications.

Findings

E-learning is seen as practical for balancing study and family roles.

Concerns include poor internet connectivity and perceived negative reputation.

Motivation and face-to-face interaction are lacking in online environments.

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 towards 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 towards 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 programme. This study emphasis on 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.