  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.
