COLLEGE STUDENTS' PRECONCEPTIONS OF ELECTRONIC RESOURCES, RELEVANCE, AND BENEFITS FOR AN ACCURATE AND RELIABLE TEACHING/LEARNING PROCESS IN THE MODERN WORLD

Abstract

This paper presents a systematic review of the literature on students' preconceptions of
electronic resources, their perceived relevance, and their perceived benefits. The review
considers both qualitative and quantitative studies conducted over the last two decades. The
findings suggest that students' preconceptions of electronic resources are influenced by various
factors, such as their previous experience, their attitudes towards technology, and the quality of
the resources themselves. The perceived relevance of electronic resources was found to be
closely linked to their perceived benefits. The majority of students perceived electronic resources
as relevant to their academic needs, particularly in terms of providing quick access to
information, improving their understanding of complex concepts, and enhancing their academic
performance. However, some students also expressed concerns about the reliability and
accuracy of electronic resources compared to traditional print resources. This article highlights
the need for educators to take into account students' preconceptions of electronic resources and
to address any misconceptions that may hinder their use. Additionally, educators need to ensure
that electronic resources are of high quality and reliability to maintain students' trust in them. In
conclusion, this review provides valuable insights into students' preconceptions of electronic
resources, their perceived relevance, and their perceived benefits for an accurate and reliable
teaching/learning process. Further research is needed to explore the effectiveness of electronic
resources in improving student learning outcomes and to develop strategies to address any
challenges associated with their use.