Declaration of Conflict of Interest: No conflict of interest is declared by author(s).

Data sharing statement: Data supporting the findings and conclusions are available upon request from the corresponding author(s).

• Abrami, P. C., Bernard, R. M., Bures, E. M., Borokhovski, E., & Tamim, R. M. (2011). Interaction in distance education and online learning: Using evidence and theory to improve practice. Journal of Computing in Higher Education, 23(2-3), 82-103. https://doi.org/10.1007/s12528-011-9043-x
• Almaghaslah, D., Ghazwani, M., Alsayari, A., & Khaled, A. (2018). Pharmacy students’ perceptions towards online learning in a Saudi Pharmacy School. Saudi Pharmaceutical Journal, 26(5), 617-621. https://doi.org/10.1016/j.jsps.2018.03.001
• Arioder, L. J. Q., Arioder, V. Q., Quintana, V. V., & Dagamac, N. H. (2020). Application of Constructivist Teaching Approach in Introducing New Environmental Concepts to Young Elementary Students in the Philippines: A Small Class Sized Experience from Slime Moulds Modeling. Interdisciplinary Journal of Environmental and Science Education, 16(2), e2214. https://doi.org/10.29333/ijese/7818
• Bangert, A. W. (2004). The seven principles of good practice: A framework for evaluating on-line teaching. The internet and higher education, 7(3), 217-232. https://doi.org/10.1016/j.iheduc.2004.06.003
• Barron, A., Schullo, S., Kromrey, J., Hogarty, K., Venable, M., Barros, C., Hilbelink, A., Hohlfeld, T., & Loggie, K. (2005). Synchronous E-Learning: analyzing teaching strategies. In Society for Information Technology & Teacher Education International Conference (pp. 3060-3067). Association for the Advancement of Computing in Education (AACE).
• Blau, G., & Kapanjie, D. (2016). Correlates of Business Undergraduates’ Perceived Favorability of Online Compared to Face-to-Face Courses. Journal of Assessment and Institutional Effectiveness, 6(1), 50-66. https://doi.org/10.5325/jasseinsteffe.6.1.0050
• Bolliger, D. U., & Martin, F. (2018). Instructor and student perceptions of online student engagement strategies. Distance Education, 39(4), 568-583. https://doi.org/10.1080/01587919.2018.1520041
• Carwile, J. (2007). A constructivist approach to online teaching and learning. Inquiry, 12(1), 68-73.
• Chickering, A. W., & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. AAHE Bulletin, 39(7), 3-7.
• Cho, M. H., Kim, Y., & Choi, D. (2017). The effect of self-regulated learning on college students’ perceptions of community of inquiry and affective outcomes in online learning. The Internet and Higher Education, 34, 10-17. https://doi.org/10.1016/j.iheduc.2017.04.001
• Chou, M. H., & Ravinet, P. (2017). Higher education regionalism in Europe and Southeast Asia: Comparing policy ideas. Policy and Society, 36(1), 143-159. https://doi.org/10.1080/14494035.2017.1278874
• Collard, P., & Looney, J. (2014). Nurturing creativity in education. European Journal of Education, 49(3), 348-364. https://doi.org/10.1111/ejed.12090
• Dahlstrom-Hakki, I., Alstad, Z., & Banerjee, M. (2020). Comparing synchronous and asynchronous online discussions for students with disabilities: the impact of social presence. Computers & Education, 150, 103842. https://doi.org/10.1016/j.compedu.2020.103842
• de Guzman, A. B., Torres, R. K. C., Uy, M. M., Tancioco, J. B. F., Siy, E. Y., & Hernandez, J. R. (2008). From teaching from the heart to teaching with a heart: Segmenting Filipino college students’ views of their teachers’ caring behavior and their orientations as cared-for individuals. Asia Pacific Education Review, 9(4), 487-502. https://doi.org/10.1007/BF03025665
• 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
• Galaz, V., & Hahn, T. (2008). Institutions and environmental change: principal findings, applications, and research frontiers (pp. 255-272). O. R. Young, L. A. King, & H. Schroeder (Eds.). Cambridge, MA: MIT press. https://doi.org/10.7551/mitpress/9780262240574.003.0005
• Gallagher-Lepak, S., Reilly, J., & M Killion, C. (2009). Nursing student perceptions of community in online learning. Contemporary Nurse, 32, 133-146. https://doi.org/10.5172/conu.32.1-2.133
• Hew, K. F. (2016). Promoting engagement in online courses: What strategies can we learn from three highly rated MOOCS. British Journal of Educational Technology, 47(2), 320-341. https://doi.org/10.1111/bjet.12235
• Ho, E., & Ang, N. (2018). Unsettling environmental management: reflections from two environmental studies graduates in Singapore. Environmental Education Research, 24(2), 280-295. https://doi.org/10.1080/13504622.2016.1146661
• Larson, E., Aroz, J., & Nordin, E. (2019). The Goldilocks Paradox: The Need for Instructor Presence but Not Too Much in an Online Discussion Forum. Journal of Instructional Research, 8(2), 22-33. https://doi.org/10.9743/JIR.2019.8.2.3
• Lear, J. L., Ansorge, C., & Steckelberg, A. (2010). Interactivity/community process model for the online education environment. Journal of Online Learning and Teaching, 6(1), 71-77.
• Lenschow, A., Newig, J., & Challies, E. (2016). Globalization’s limits to the environmental state? Integrating telecoupling into global environmental governance. Environmental Politics, 25(1), 136-159. https://doi.org/10.1080/09644016.2015.1074384
• Liu, X., Magjuka, R. J., Bonk, C. J., & Lee, S. H. (2007). Does sense of community matter? An examination of participants’ perceptions of building learning communities in online courses. Quarterly Review of Distance Education, 8(1), 9.
• Madani, K., Pierce, T. W., & Mirchi, A. (2017). Serious games on environmental management. Sustainable Cities and Society, 29, 1-11. https://doi.org/10.1016/j.scs.2016.11.007
• Martin, F., & Bolliger, D. U. (2018). Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online Learning, 22(1), 205-222. https://doi.org/10.24059/olj.v22i1.1092
• McPhee, S., & Przedpelska, S. (2018). Experiential learning, community engagement, and student experience: Undergraduate field school course in rural British Columbia. The Canadian Geographer, 62(3), 372-383. https://doi.org/10.1111/cag.12436
• Merrill, M. Y., Burkhardt-Holm, P., Chang, C. H., Islam, M. S., & Chang, Y. (Eds.). (2017). Education and Sustainability: Paradigms, Policies and Practices in Asia. Routledge. https://doi.org/10.4324/9781315109992
• Molesworth, M. (2004). Collaboration, reflection and selective neglect: campus-based marketing students’ experiences of using a virtual learning environment. Innovations in Education and Teaching International, 41(1), 79-92. https://doi.org/10.1080/1470329032000172739
• Moore, M. J. (1993). Three types of interaction. In K. Harry, M. John, & D. Keegan (Eds.), Distance education theory (pp. 19-24). New York: Routledge. https://doi.org/10.1080/08923649109526758
• Nilson, L. B. (2016). Teaching at its best: A research-based resource for college instructors. John Wiley & Sons.
• Osborne, D. M., Byrne, J. H., Massey, D. L., & Johnston, A. N. (2018). Use of online asynchronous discussion boards to engage students, enhance critical thinking, and foster staff-student/student-student collaboration: A mixed method study. Nurse Education Today, 70, 40-46. https://doi.org/10.1016/j.nedt.2018.08.014
• Paechter, M., & Maier, B. (2010). Online or face-to-face? Students’ experiences and preferences in e-learning. The Internet and Higher Education, 13(4), 292-297. https://doi.org/10.1016/j.iheduc.2010.09.004
• Palominos, E., Levett-Jones, T., Power, T., & Martinez-Maldonado, R. (2019). Healthcare students’ perceptions and experiences of making errors in simulation: An integrative review. Nurse Education Today. https://doi.org/10.1016/j.nedt.2019.02.013
• Robinson, C. C., & Hullinger, H. (2008). New benchmarks in higher education: Student engagement in online learning. Journal of Education for Business, 84(2), 101-109. https://doi.org/10.3200/JOEB.84.2.101-109
• Sanusi, Z. A., & Khelghat-Doost, H. (2008). Regional Centre of Expertise as transformational platform for sustainability: A case study of Universiti Sains Malaysia, Penang. International Journal of Sustainability in Higher Education, 9(4), 487-497. https://doi.org/10.1108/14676370810905580
• Shalev-Shwartz, S. (2012). Online learning and online convex optimization. Foundations and Trends in Machine Learning, 4(2), 107-194. https://doi.org/10.1561/2200000018
• Shapiro, H. B., Lee, C. H., Roth, N. E. W., Li, K., Çetinkaya-Rundel, M., & Canelas, D. A. (2017). Understanding the massive open online course (MOOC) student experience: An examination of attitudes, motivations, and barriers. Computers & Education, 110, 35-50. https://doi.org/10.1016/j.compedu.2017.03.003
• Singh, A. K. J., & Harun, R. N. S. R. (2016, November). Students’ experiences and challenges of learning English grammar through flipped classroom and gamification. In Proceedings of English Education International Conference (Vol. 1, No. 2, pp. 146-152).
• Skylar, A. A. (2009). A comparison of asynchronous online text-based lectures and synchronous interactive web conferencing lectures. Issues in Teacher education, 18(2), 69-84.
• Suharsono, A., & Uluwiyah, A. (2020). Smart Test Strategies in Basic Learning CPNS in the Era of Society 5.0. Pancanaka, 1(1), 1-9. https://doi.org/10.37269/pancanaka.v1i1.34
• Tran, T.T. (2013). What shapes the passiveness in learning of Vietnamese students?. VNU Journal of Education Research 29, 71-83.
• Trembach, S., & Deng, L. (2018). Understanding millennial learning in academic libraries: Learning styles, emerging technologies, and the efficacy of information literacy instruction. College & Undergraduate Libraries, 25(3), 297-315. https://doi.org/10.1080/10691316.2018.1484835
• Ward, M. E., Peters, G., & Shelley, K. (2010). Student and faculty perceptions of the quality of online learning experiences. International Review of Research in Open and Distance Learning, 11(3), 57-77.https://doi.org/10.19173/irrodl.v11i3.867
• Zhang, D., Zhou, L., Briggs, R. O., & Nunamaker Jr, J. F. (2006). Instructional video in e-learning: Assessing the impact of interactive video on learning effectiveness. Information & Management, 43(1), 15-27. https://doi.org/10.1016/j.im.2005.01.004

APA

Nam-Nguyen, V., Truong, T. T., Ly, D. T., & Dagamac, N. H. A. (2021). Perceptions of Environmental Science and Management Students on Synchronous Online Teaching of Environmental Policies: Learning Experience from Southeast Asian Cohort. Pedagogical Research, 6(1), em0084. https://doi.org/10.29333/pr/9287

Vancouver

Nam-Nguyen V, Truong TT, Ly DT, Dagamac NHA. Perceptions of Environmental Science and Management Students on Synchronous Online Teaching of Environmental Policies: Learning Experience from Southeast Asian Cohort. PEDAGOGICAL RES. 2021;6(1):em0084. https://doi.org/10.29333/pr/9287

AMA

Nam-Nguyen V, Truong TT, Ly DT, Dagamac NHA. Perceptions of Environmental Science and Management Students on Synchronous Online Teaching of Environmental Policies: Learning Experience from Southeast Asian Cohort. PEDAGOGICAL RES. 2021;6(1), em0084. https://doi.org/10.29333/pr/9287

Chicago

Nam-Nguyen, Van, Tuyet T.A. Truong, Duong T.T. Ly, and Nikki Heherson A. Dagamac. "Perceptions of Environmental Science and Management Students on Synchronous Online Teaching of Environmental Policies: Learning Experience from Southeast Asian Cohort". Pedagogical Research 2021 6 no. 1 (2021): em0084. https://doi.org/10.29333/pr/9287

Harvard

Nam-Nguyen, V., Truong, T. T., Ly, D. T., and Dagamac, N. H. A. (2021). Perceptions of Environmental Science and Management Students on Synchronous Online Teaching of Environmental Policies: Learning Experience from Southeast Asian Cohort. Pedagogical Research, 6(1), em0084. https://doi.org/10.29333/pr/9287

MLA

Nam-Nguyen, Van et al. "Perceptions of Environmental Science and Management Students on Synchronous Online Teaching of Environmental Policies: Learning Experience from Southeast Asian Cohort". Pedagogical Research, vol. 6, no. 1, 2021, em0084. https://doi.org/10.29333/pr/9287