Fostering student engagement in virtual entrepreneurship education environments

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Abstract

To address calls to understand how the COVID-19 pandemic impacted entrepreneurship education, this paper reflects on four different teaching modalities used in a virtual learning environment. The aim is to provide further insights into the different means by which students engage and interact in online classes. Findings indicate that while competence-based modalities seemed to stimulate class interaction more than supply-based modalities, over half of the class remained ‘passive’ or ‘detached’ from the virtual learning environment. Students were found to have either belonging, competence, or autonomy motives driving their engagement in different teaching modalities. The paper concludes by proposing hybrid-based approaches to class delivery can meet the varying student engagement motives in virtual entrepreneurship education environments.

Original languageEnglish
Article number100705
Number of pages12
JournalInternational Journal of Management Education
Volume20
Issue number3
Early online date12 Sep 2022
DOIs
Publication statusPublished - Nov 2022

Keywords

  • COVID-19
  • Entrepreneurship education
  • Student engagement
  • Student motives
  • Virtual learning environment

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