Cross-cohort analysis of how COVID has changed the online learning experience of business students

The COVID-19 pandemic reshaped the educational landscape and brought online learning into the mainstream. As management education adapts to this new reality, understanding how the experience of online learning influences students is vital—especially when comparing students exposed to online university education during the pandemic with those who went to university afterward. This study examines how the personal characteristics of business students, particularly self-management and the need for interaction, shape their perceptions of online learning. By surveying two cohorts—students from the height of the pandemic in 2020 and a post-pandemic cohort in 2022—we uncover how these characteristics shape the adoption of online learning. Our findings reveal that the need for interaction remains a priority for students, unaffected by the novelty of online education. Meanwhile, the influence of self-management has weakened, suggesting it is a skill that can—and should—be cultivated in online courses. In addition, students increasingly value the enjoyment of online learning (hedonic motivation) over its perceived effectiveness (performance expectancy), emphasizing the need for engaging, well-designed course experiences. This cross-cohort analysis highlights critical shifts in how students engage with online learning, offering valuable insights for the future of management education in a post-pandemic world. • Experiences of two student groups were compared: students starting in 2020 and 2022. • Personal characteristics were examined in business students' perception of online learning. • The post-covid-students (2022) have more or less learned to self-manage themselves. • Need for interaction is crucial both in two groups, despite the student experience. • The student's enjoyment and performance did not change across the two cohorts.