The evolution of online learning and engagement in management education during disruption: A paradoxical view

In business and management education, engaging students in online courses is essential for teaching them to manage effectively in an increasingly global, virtual world. Yet, many online business courses struggle to sustain meaningful engagement, as learners often report feelings of isolation, decreased motivation, and a lack of interaction, posing challenges for instructors and students in achieving optimal outcomes. These challenges are exacerbated by a lack of studies examining the changing nature of engagement in business courses over time. This study draws on self-determination theory (SDT) to explore the evolution of student engagement in business and management programs through autonomy, competence, and relatedness in online environments before, during, and after the COVID-19 pandemic. Utilizing a sample of over 400 business students from 14 universities across four countries, we find a paradox between the desire for social connection and the need for autonomy and flexibility. Our study contributes to business and management education by providing a longitudinal understanding of how online engagement has evolved. We offer practical insights to help educators design online courses that enhance autonomy, competence, and relatedness, aligning student engagement with the evolving demands of virtual business environments. • Explores student engagement across pre-, during, and post-COVID online learning. • Identifies a paradox between autonomy and relatedness in virtual classrooms. • Applies self-determination theory to understand evolving engagement needs. • Uses qualitative data from 400+ students at 14 universities in 4 countries. • Offers best practices to enhance online engagement in business education.