| 摘要 | 第4-5页 |
| Abstract | 第5-6页 |
| 1 Introduction | 第11-18页 |
| 1.1 Rational and Focus of the Study | 第14-15页 |
| 1.2 Research Questions | 第15页 |
| 1.3 Significance | 第15-16页 |
| 1.4 Structure of the Thesis | 第16-18页 |
| 2 E-learning and Mobile Learning | 第18-41页 |
| 2.1 Overview | 第18页 |
| 2.2 Defining E-learning | 第18页 |
| 2.3 Background | 第18-20页 |
| 2.4 Types of e-learning | 第20-25页 |
| 2.5 Benefits of E-learning in Higher Education | 第25-28页 |
| 2.6 Trends & Growth of E-learning | 第28-35页 |
| 2.7 Mobile Assisted Language Learning(MALL) | 第35-40页 |
| 2.8 Concluding Remarks | 第40-41页 |
| 3 Methodology | 第41-50页 |
| 3.1 Overview | 第41页 |
| 3.2 Case Study as Methodological Framework | 第41-44页 |
| 3.3 The case of online MBA for balancing work-family and career aspirations | 第44页 |
| 3.4 The case of "leftover women" shengu nu phenomenon and iufluence on online PhD | 第44-45页 |
| 3.5 The case of "female PhD" phenomenon and influence on decision to take-up PhD education | 第45-46页 |
| 3.6 The case of academic major's influence on MALL | 第46-50页 |
| 4 Empowering Chinese Career & Professional Women Through Online MBA | 第50-77页 |
| 4.1 Overview | 第50页 |
| 4.2 Gender Diffefences in Career Progression | 第50-54页 |
| 4.3 Factors Affecting Career Progression | 第54-62页 |
| 4.4 Strategies for Career Progression | 第62-69页 |
| 4.5 Perceived Benefits of Online MBA | 第69-71页 |
| 4.6 Perceived Barriers of Online MBA | 第71-75页 |
| 4.7 Concluding remarks | 第75-77页 |
| 5 Empowering Chinese Female PhD Aspirants Through Online PhD | 第77-97页 |
| 5.1 Are Female PhDs the Third Type of Humans? | 第77-78页 |
| 5.2 Marriage Market Discrimination | 第78-86页 |
| 5.3 Job Market Discrimination | 第86-87页 |
| 5.4 Online PhD | 第87-89页 |
| 5.5 Benefits of Online PhD | 第89-90页 |
| 5.6 Limitations of Online PhD | 第90-94页 |
| 5.7 Concluding Remarks | 第94-97页 |
| 6 Understanding E-learning Adoption Predictions Through Technology Acceptance Theory | 第97-116页 |
| 6.1 Overview | 第97页 |
| 6.2 Theory of Reasoned Action(TRA) | 第97-98页 |
| 6.3 The Theory of Planned Behaviour(TPB) | 第98-99页 |
| 6.4 Technology Acceptance Model(TAM) | 第99-101页 |
| 6.5 TAM2 | 第101-105页 |
| 6.6 Decomposed Theory of Planned Behaviour (DTPB) | 第105-107页 |
| 6.7 Innovation Diffusion Theory (IDT) | 第107-110页 |
| 6.8 The Unified Theory of Acceptance and Use of Technology (UTAUT) | 第110-112页 |
| 6.9 The Application of TAM Theory in Articles Ⅰ, Ⅱ and Ⅲ | 第112-115页 |
| 6.10 Concluding remarks | 第115-116页 |
| 7 Understanding E-learning Acceptance Through Social Cognitive Theory | 第116-131页 |
| 7.1 Overview | 第116页 |
| 7.2 Cognitive Theory | 第116-121页 |
| 7.3 Computer Self-efficacy (CSE) | 第121-127页 |
| 7.4 Case 3:The effect of Academic Major Differences on CSE (Article Ⅳ) | 第127-130页 |
| 7.5 Concluding remarks | 第130-131页 |
| 8 Gender Stereotypes and E-learning Acceptance | 第131-142页 |
| 8.1 Overview | 第131页 |
| 8.2 Gender Stereotypes | 第131-132页 |
| 8.3 Factors Contributing to Gender Differences in use, academic major or careers in STEM | 第132-138页 |
| 8.4 Relationship Between Gender Stereotype and E-learning Acceptance | 第138-140页 |
| 8.5 Concluding Remarks | 第140-142页 |
| 9 Discussion and Implications | 第142-164页 |
| 9.1 Discussion | 第142-143页 |
| 9.2 Empowering Chinese professional working mothers to meet career aspirations while balancing work and family with Online MBA | 第143页 |
| 9.3 Empowering Chinese female PhD aspirants seeking to engage in study family or work commitments with online PhD | 第143-144页 |
| 9.4 Challenges that impede on Chinese females' e-learning acceptance | 第144-148页 |
| 9.5 Implications | 第148-163页 |
| 9.6 Concluding Remarks | 第163-164页 |
| 10 Conclusion | 第164-170页 |
| 10.1 Limitations | 第164页 |
| 10.2 Future Research | 第164-166页 |
| 10.3 Contribution | 第166-167页 |
| 10.4 Concluding remarks | 第167-170页 |
| Reference | 第170-223页 |
| Publications | 第223-224页 |
| Acknowledgements | 第224-225页 |
