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Learning and teaching Mendelian genetics are central topics in school science. This study explored factors associated with the learning outcomes of Taiwanese junior high school students in an online inquiry learning environment. Research within face-to-face classroom settings had revealed that Asian students are more likely to be tutor-oriented and collectivistic learners. However, results of how these orientations affect learning in online environments are needed. In this analysis, seventh-grade students from Taiwan (N = 290) completed a genetics lesson using an Inquiry Learning Space (ILS) on the Go-Lab platform. Students were randomly assigned conditions in which support was provided either by general text or by an expert person in the form of a cartoon figure. In addition, students completed questionnaires assessing their cultural orientations, as well as their computer self-efficacy. Results revealed that the presence of a virtual expert did not influence students' learning outcomes. However, the extent to which students identified as collectivistic and their level of computer self-efficacy were positively associated with the learning outcomes. Students' computer self-efficacy was positively related to their behavioral intentions as well. These results illustrate the importance of Asian students' disciplined personality and computer self-efficacy for online inquiry-based learning.

During the COVID-19 pandemic, educational institutions around the world have closed, affecting more than 60% of students and causing massive disruption to the education system. Taiwan is no exception. For this sudden and dramatic change, teachers, students, and parents all confront significant challenges. In order to make specific suggestions for improvement, the study aims to explore the current state of e-learning in Taiwan and to understand the difficulties faced by teachers, parents, and students. The study conducted in-depth interviews with 20 teachers, 12 parents, and 24 students. The research results show that in New Taipei City, there are barely any online courses for grades 1 and 2, blended learning is mainly for grades 3 and 4, and synchronous e-learning is designed for grades 5 and 6. The main challenges in adopting e-learning in primary schools include, as follows: (i) Teachers, parents, and students are unfamiliar with the user interface of the e-learning platform; (ii) Insufficient hardware and software equipment at home; (iii) Teachers cannot take care of special students; (iv) Communication between teachers and parents is not smooth; (v) Difficulty in assessing learning progress online; and (vi) Students are easily distracted from their studies. Based on the above research results, the researchers put forward specific suggestions for future online teaching practices.

Utilizing an inquiry-learning space (ILS) via the Go-Lab platform, we investigated students' technology acceptance, knowledge integration [KI] process, and learning outcomes of both the high-achiever KI student and low-achiever KI student. This study aimed to understand how students engage in knowledge integration tasks using an inquiry-learning space to learn Mendelian genetics and realize the relationship between student KI and domain knowledge. Using a quasi-experimental design, we examined 41 seventh-grade students in Taiwan completing Mendelian genetics KI tasks in ILS, pre/post-testing of domain knowledge tests, and a technology acceptance questionnaire. The analysis of students' interaction in the ILS and domain knowledge tests was conducted through descriptive statistics, t-tests, Pearson's correlation, and content analysis to indicate the direction and relationship between students' KI processes and learning outcomes. A technology acceptance questionnaire was analyzed through descriptive statistics and Pearson's correlation to reveal whether students accepted learning on the Go-Lab platform. The study showed that (i) students responded positively to the perceived usefulness of the Go-Lab platform, (ii) the high-achiever KI students could gradually construct links from simple to complex and diverse among genetic ideas, and the low-achiever almost built simple links, but (iii) the high-achiever and low-achiever KI students had similar learning outcomes. These findings have implications that the instruction design of knowledge integration tasks promotes students' Mendelian genetics conceptual understanding and KI progress.