Abuhassna, H., & Yahaya, N. (2018). Students utilize distance learning through an interventional online module based on Moore's transactional distance theory. Eurasia Journal of Mathematics, Science and Technology Education, 14(7), 3043-3052. https://doi.org/10.29333/ejmste/91606

Adnan, M., & Anwar, K. (2020). Online learning amid the COVID-19 Pandemic: Students' perspectives. Journal of Pedagogical Sociology and Psychology, 2(1), 45-51. https://doi.org/10.33902/JPSP.%202020261309

Adedoyin, O. B., & Soykan, E. (2020). Covid-19 pandemic and online learning: The challenges and opportunities. Interactive Learning Environments. Advance online publication. https://doi.org/10.1080/10494820.2020.1813180

Ally, M. (2004). Foundations of educational theory for online learning. In T. Anderson (Ed.), Theory and practice of online learning (pp.15-44). AU Press.

Anderson, T. (2004). Towards a theory of online learning. In T. Anderson (Ed.), Theory and practice of online learning (pp.109-119). AU Press.

Appana, S. (2008). A review of benefits and limitations of OL in the context of the student, the instructor, and the tenured faculty. International Journal on E-learning, 7(1), 5-22.

Arbaugh, J. B., & Benbunan-Fich, R. (2007). The importance of participant interaction in online environments. Decision Support Systems, 43(3), 853-865. https://doi.org/10.1016/j.dss.2006.12.013

Baber, H. (2020). Determinants of students' perceived learning outcome and satisfaction in online learning during the pandemic of COVID-19. Journal of Education and E-Learning Research, 7(3), 285-292. https://doi.org/10.20448/journal.509.2020.73.285.292

Besser, A., Flett, G. L., & Zeigler-Hill, V. (2020). Adaptability to a sudden transition to online learning during the COVID-19 pandemic: Understanding the challenges for students. Scholarship of Teaching and Learning in Psychology. Advance online publication. https://doi.org/10.1037/stl0000198

Çebi, A., & Güyer, T. (2020). Students' interaction patterns in different online learning activities and their relationship with motivation, self-regulated learning strategy, and learning performance. Education and Information Technologies, 25(5), 3975-3993. https://doi.org/10.1007/s10639-020-10151-1

Chang, S. C., & Tung, F. C. (2008). An empirical investigation of students' behavioral intentions to use the online learning course websites. British Journal of Educational Technology, 39(1), 71-83. https://doi.org/10.1111/j.1467-8535.2007.00742.x

Chen, K. C., & Jang, S. J. (2010). Motivation in online learning Testing a model of self-determination theory. Computers in Human Behavior, 26(4), 741-752. https://doi.org/10.1016/j.chb.2010.01.011

Cheong, C. M., & Cheung, W. S. (2008). Online discussion and critical thinking skills: A case study in a Singapore secondary school. Australasian Journal of Educational Technology, 24(5), 556-573. https://doi.org/10.14742/ajet.1191

Chin, W. W., Marcolin, B. L., & Newsted, P. R. (2003). A partial least squares latent variable modeling approach for measuring interaction effects: results from a Monte Carlo simulation study and an electronic-mail emotion adoption study. Information Systems Research, 14(2),189-217. https://doi.org/10.1287/isre.14.2.189.16018

Chou, M. H. (2019). Predicting self-efficacy in test preparation: Gender, value, anxiety, test performance, and strategies. The Journal of Educational Research, 112(1), 61-71. https://doi.org/10.1080/00220671.2018.1437530

Chou, S. W., & Liu, C. H. (2005). Learning effectiveness in a Web‐based virtual learning environment: a learner control perspective. Journal of Computer-Assisted Learning, 21(1), 65-76. https://doi.org/10.1111/j.1365-2729.2005.00114.x

Coomey, M., & Stephenson, J. (2001). Online learning: is all about dialogue, involvement, support, and control according to the research. In M. Coomey & J. Stephenson (Eds.), Teaching and learning online: Pedagogies for new technologies (pp. 37-52). Routledge.

Curtis, D. D., & Lawson, M. J. (2001). Exploring collaborative online learning. Journal of Asynchronous Learning Networks, 5(1), 21-34. https://doi.org/10.24059/olj.v5i1.1885

Demir Kaymak, Z., & Horzum, M. B. (2013). Relationship between online learning readiness and structure and interaction of online learning students. Educational Sciences: Theory and Practice, 13(3), 1792-1797. https://doi.org/10.12738/estp.2013.3.1580

Dennen, V. P., Aubteen Darabi, A., & Smith, L. J. (2007). Instructor-learner interaction in online courses: The relative perceived importance of particular instructor actions on performance and satisfaction. Distance Education, 28(1), 65-79. https://doi.org/10.1080/01587910701305319

Dinh, L. P., & Nguyen, T. T. (2020). Pandemic, social distancing, and social work education: Students' satisfaction with online education in Vietnam. Social Work Education, 39(8), 1074-1083. https://doi.org/10.1080/02615479.2020.1823365

Dray, B. J., Lowenthal, P. R., Miszkiewicz, M. J., Ruiz‐Primo, M. A., & Marczynski, K. (2011). Developing an instrument to assess student readiness for online learning: A validation study. Distance Education, 32(1), 29-47. https://doi.org/10.1080/01587919.2011.565496

Ferri, F., Grifoni, P., & Guzzo, T. (2020). Online learning and emergency remote teaching: Opportunities and challenges in emergencies. Societies, 10(4), 86-98. https://doi.org/10.3390/soc10040086

Fornell, C., & Larcker, D. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39-50. https://doi.org/10.1177/002224378101800104

Gabrielle, D. M., Guglielmino, L. M., & Guglielmino, P. J. (2006). Developing self-directed learning readiness of future leaders in a military college through instructional innovation. International Journal of Self-Directed Learning, 3(1), 24-35. https://oltraining.com/SDLwebsite/IJSDL/IJSDL3.1-2006.pdf#page=28

Garrison, D. R., & Cleveland-Innes, M. (2005). Facilitating cognitive presence in online learning  Interaction is not enough. The American Journal of Distance Education, 19(3), 133-148. https://doi.org/10.1207/s15389286ajde1903_2

Gillett-Swan, J. (2017). The challenges of online learning Supporting and engaging the isolated learner. Journal of Learning Design, 10(1), 20-30. https://doi.org/10.5204/jld.v9i3.293

Hair, J. F., Ringle, C. M., & Sarstedt, M. (2013). Partial least squares structural equation modeling: Rigorous applications, better results, and higher acceptance. Long Range Planning, 46(1-2), 1-12. https://doi.org/10.1016/j.lrp.2013.01.001

Hair, J. F., Risher, J. J., Sarstedt, M., & Ringle, C. M. (2019). When to use and how to report the results of PLS-SEM. European Business Review, 31(1), 2-24. https://doi.org/10.1108/EBR-11-2018-0203

Hair, J. F., Sarstedt, M., & Ringle, C. M. (2019). Rethinking some of the rethinkings of partial least squares. European Journal of Marketing, 53(4), 566-584. https://doi.org/10.1108/EJM-10-2018-0665

Hair, J. F. A., Tatham, R. L., & Black, W. C. (1998). Multivariate data analysis (5th ed.). Prentice-Hall International.

Hamdan S., Nguyen T. V. (2021, October 22-24). Factors influencing in online learning struction. Case study in Universiti Teknologi Malaysia [Paper presentation].The VietTESOL Internatioal Covention 2021 (VIC2021 – Vietnam), Vinh – Nghe An, Vietnam.

Hong, E., & Peng, Y. (2008). Do Chinese students' perceptions of test value affect test performance? Mediating role of motivational and metacognitive regulation in test preparation. Learning and Instruction, 18(6), 499-512. https://doi.org/10.1016/j.learninstruc.2007.10.002

Hung, M. L., Chou, C., Chen, C. H., & Own, Z. Y. (2010). Learner readiness for online learning Scale development and student perceptions. Computers & Education, 55(3), 1080-1090. https://doi.org/10.1016/j.compedu.2010.05.004

Hussin, W. N. T. W., Harun, J., & Shukor, N. A. (2019). A review on the classification of students' interaction in the online social collaborative problem-based learning environment: How can we enhance the students' online interaction. Universal Journal of Educational Research, 7(9A), 125-134. https://doi.org/10.13189/ujer.2019.071615

Im, T., & Kang, M. (2019). Structural relationships of factors that impact learner achievement in the online learning environment. International Review of Research in Open and Distributed Learning, 20(1), 112-124. https://doi.org/10.19173/irrodl.v20i1.4012

Junco, R., Elavsky, C. M., & Heiberger, G. (2013). Putting Twitter to the test: Assessing outcomes for student collaboration, engagement, and success. British Journal of Educational Technology, 44(2), 273–287. https://doi.org/10.1111/j.1467-8535.2012.01284.x

Keengwe, J., & Kidd, T. T. (2010). Towards best practices in online learning and teaching in higher education. MERLOT Journal of OL and Teaching, 6(2), 533-541. https://jolt.merlot.org/vol6no2/keengwe_0610.pdf

Kotera, Y., Taylor, E., Fido, D., Williams, D., & Tsuda-McCaie, F. (2021). The motivation of U.K. graduate students in education: self-compassion moderates the pathway from extrinsic motivation to intrinsic motivation. Current Psychology. Advance online publication. https://doi.org/10.1007/s12144-021-02301-6

Kim, K. J., & Frick, T. W. (2011). Changes in student motivation during online learning. Journal of Educational Computing Research, 44(1), 1-23. https://doi.org/10.2190/EC.44.1.a

Kim, K. J., Liu, S., & Bonk, C. J. (2005). Online MBA students' perceptions of online learning: Benefits, challenges, and suggestions. The Internet and Higher Education, 8(4), 335-344. https://doi.org/10.1016/j.iheduc.2005.09.005

Kim, H., Sereika, S. M., Albert, S. M., Bender, C. M., & Lingler, J. H. (2021). Do perceptions of cognitive changes matter in self-management behaviors among persons with mild cognitive impairment? The Gerontologist. Advance online publication. https://doi.org/10.1093/geront/gnab129

Kitsantas, A. (2002). Test preparation and performance: A self-regulatory analysis. The Journal of Experimental Education, 70(2), 101-113. https://doi.org/10.1080/00220970209599501

Lai, E. R., & Waltman, K. (2008). Test preparation: Examining teacher perceptions and practices. Educational Measurement: Issues and Practice, 27(2), 28-45. https://doi.org/10.1111/j.1745-3992.2008.00120.x

Lai, H. J. (2011). The influence of adult learners' self-directed learning readiness and network literacy on OL effectiveness: A study of civil servants in Taiwan. Journal of Educational Technology & Society, 14(2), 98-106. https://www.jstor.org/stable/jeductechsoci.14.2.98

Lemmetty, S., & Collin, K. (2020). Self-directed learning as a practice of workplace learning: Interpretative repertoires of self-directed learning in ICT work. Vocations and Learning, 13(1), 47-70. https://doi.org/10.1007/s12186-019-09228-x

Lasfeto, D. (2020). The relationship between self-directed learning and students' social interaction in the online learning environment. Journal of E-learning and Knowledge Society, 16(2), 34-41. https://doi.org/10.20368/1971-8829/1135078

Lee, S. J., Srinivasan, S., Trail, T., Lewis, D., & Lopez, S. (2011). Examining the relationship among student perception of support, course satisfaction, and learning outcomes in online learning. The Internet and Higher Education, 14(3), 158-163. https://doi.org/10.1016/j.iheduc.2011.04.001

Lin, B., & Hsieh, C. T. (2001). Web-based teaching and learner control: A research review. Computers & Education, 37(3-4), 377-386. https://doi.org/10.1016/S0360-1315(01)00060-4

Martin, F., Stamper, B., & Flowers, C. (2020). Examining student perception of readiness for online learning: Importance and confidence. Online Learning, 24(2), 38-58. https://doi.org/10.24059/olj.v24i2.2053

Maheshwari, G. (2021). Factors affecting students' intentions to undertake online learning: an empirical study in Vietnam. Education Information Technology, 26, 6629–6649. https://doi.org/10.1007/s10639-021-10465-8

Moore, M. G. (1989). Three types of interaction. American Journal of Distance Education, 3(2) 1-7. https://doi.org/10.1080/08923648909526659

Moore, M. G., & Kearsley, G. (2011). Distance education: A systems view of online learning Belmont. Cengage Learning.

Muirhead, B. (2005). Encouraging interaction in online classes. International Journal of Instructional Technology & Distance Learning, 1(6), 74-77. https://www.itdl.org/Journal/Jun_04/article07.htm

Mustafa, M. A., & Chaiken, C. L. (2001). Computer system with power loss protection mechanism (Patent No. 6,243,831). Unied States Patent and Trademark Office. https://patentimages.storage.googleapis.com/4d/66/ea/18621f850b2f81/US6243831.pdf

Nortvig, A. M., Petersen, A. K., & Balle, S. H. (2018). A literature review of the factors influencing e-learning and blended learning concerning learning outcome, student satisfaction, and engagement. Electronic Journal of E-learning, 16(1), 46-55.

Oblinger, D. G., & Oblinger, J. L. (Eds.). (2005). Educating the net generation. Brockport Bookshelf. https://www.educause.edu/ir/library/PDF/pub7101.PDF

Palloff, R. M., & Pratt, K. (2007). Building online learning communities: Effective strategies for the virtual classroom. John Wiley & Sons.

Panigrahi, R., Srivastava, P. R., & Sharma, D. (2018). Online learning: Adoption, continuance, and learning outcome-A review of the literature. International Journal of Information Management, 43, 1-14. https://doi.org/10.1016/j.ijinfomgt.2018.05.005

Pham, Q. T., & Tran, T. P. (2018). Impact factors on using of e-learning system and learning achievement of students at several universities in Vietnam. In Osvaldo Gervasi, Beniamino Murgante, Sanjay Misra, Elena Stankova, Carmelo M. Torre, Ana Maria A. C, Rocha, David Taniar, Bernady O. Apduhan, Eufemia Tarantino, Yeonseung Ryu (Eds.), International Conference on Computational Science and Its Applications (pp. 394-409). Springer. https://doi.org/10.1007/978-3-319-95171-3_31

Pogue, M. (2019). Computer self-efficacy is an inherent characteristic of digital natives in online learning environments (Doctoral dissertation, Northcentral University). Proquest. https://www.proquest.com/docview/1970460365

Ramayah, T., Cheah, J., Chuah, F., Ting, H., & Memon, M. A. (2018). Partial least squares structural equation modeling (PLS-SEM) using smart pls 3.0: an updated guide and practical guide to statistical analysis (2nd ed.). Pearson.

Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54-67. https://doi.org/10.1006/ceps.1999.1020

Smith, M. L. (1991). Meanings of test preparation. American Educational Research Journal, 28(3), 521-542. https://doi.org/10.3102/00028312028003521

Song, L., & Hill, J. R. (2007). A conceptual model for understanding self-directed learning in online environments. Journal of Interactive Online Learning, 6(1), 27-42.

Song, L., Singleton, E. S., Hill, J. R., & Koh, M. H. (2004). Improving Online Learning Student perceptions of useful and challenging characteristics. The Internet and Higher Education, 7(1), 59-70. https://doi.org/10.1016/j.iheduc.2003.11.003

Swan, K. (2002). Building learning communities in online courses: The importance of interaction. Education, Communication & Information, 2(1), 23-49. https://doi.org/10.1080/1463631022000005016

Taipjutorus, W., Hansen, S., & Brown, M. (2012). Investigating a relationship between learner control and self-efficacy in an OL environment. Journal of Open, Flexible, and Distance Learning, 16(1), 56-69. https://www.learntechlib.org/p/147977/

Tang, Y., & Tseng, H. W. (2013). Distance learners' self-efficacy and information literacy skills. The Journal of Academic Librarianship, 39(6), 517-521. https://doi.org/10.1016/j.acalib.2013.08.008

Tu, C. H. (2002). The measurement of social presence in an OL environment. International Journal on E-learning, 1(2), 34-45. https://doi.org/10.1080/09523980010021235

Tu, C. H., & McIsaac, M. (2002). The relationship between social presence and interaction in online classes. The American Journal of Distance Education, 16(3), 131-150. https://doi.org/10.1207/S15389286AJDE1603_2

Vallerand, R. J., Pelletier, L. G., Blais, M. R., Briere, N. M., Senecal, C., & Vallieres, E. F. (1992). The Academic Motivation Scale: A measure of intrinsic, extrinsic, and motivation in education. Educational and Psychological Measurement, 52(4), 1003-1017. https://doi.org/10.1177/0013164492052004025

Van, N. T., Said, H., & Khan, A. (2016). Components of an academic advising program standard for Malaysian public universities. Man in India, 96(6), 1691-1702. https://www.academia.edu/28738344

Van der Meij, H., Veldkamp, S., & Leemkuil, H. (2020). Effects of scripting on dialogues, motivation, and learning outcomes in serious games. British Journal of Educational Technology, 51(2), 459-472. https://doi.org/10.1111/bjet.12851

Van, N. T., Said, H., Mohd Rameli, M. R., & Khan, A. (2018). Item analysis for measuring student and academic advisor perspectives towards the function of academic advising in Malaysian public universities. International Journal of Engineering and Technology, 7(3.30), 269-273. https://doi.org/10.14419/ijet.v7i3.30.18258

Van, N., Said, H., & Mohamad Nor, F. (2019). Perceptions and expectations of students towards the role of academic advisors in Malaysian public universities. International Journal of Recent Technology and Engineering, 8(2S9), 757-760. https://doi.org/10.35940/ijrte.B1157.0982S91

Warner, D., Christie, G., & Choy, S. (1998). Readiness of VET clients for flexible delivery including on-line learning. Australian National Training Authority. http://hdl.voced.edu.au/10707/33256

Yang, Y. C., & Park, E. (2012). Applying strategies of self-regulation and self-efficacy to the design and evaluation of online learning programs. Journal of Educational Technology Systems, 40(3), 323-335. https://doi.org/10.2190/ET.40.3.g

Yılmaz, R., & Keser, H. (2017). The impact of interactive environment and metacognitive support on academic achievement and transactional distance in online learning. Journal of Educational Computing Research, 55(1), 95-122. https://doi.org/10.1177/0735633116656453