Jaclyn Perrmann-Graham , Daniel M. Peat , Amanda Christensen-Salem , Fred O. Walumbwa
{"title":"The evolution of online learning and engagement in management education during disruption: A paradoxical view","authors":"Jaclyn Perrmann-Graham , Daniel M. Peat , Amanda Christensen-Salem , Fred O. Walumbwa","doi":"10.1016/j.ijme.2025.101190","DOIUrl":null,"url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101190"},"PeriodicalIF":6.0000,"publicationDate":"2025-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Management Education","FirstCategoryId":"91","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1472811725000606","RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"BUSINESS","Score":null,"Total":0}
引用次数: 0
Abstract
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.
期刊介绍:
The International Journal of Management Education provides a forum for scholarly reporting and discussion of developments in all aspects of teaching and learning in business and management. The Journal seeks reflective papers which bring together pedagogy and theories of management learning; descriptions of innovative teaching which include critical reflection on implementation and outcomes will also be considered.