extrinsic motivation; online postgraduate programs; business schools; Latin America; education growth

Alsharah, H., & Ghura, H. (2023). Online learning in business education: key lessons from COVID-19 pandemic. Development and Learning in Organizations: An International Journal, 37(3), 4-6. https://doi.org/10.1108/DLO-08-2022-0171 Almaghaslah, D., & Alsayari, A. (2020). The effects of the 2019 novel coronavirus disease (COVID-19) outbreak on academic staff members: a case study of a pharmacy school in Saudi Arabia. Risk management and healthcare policy, 795-802. Arar, K., & Abramowitz, R. (2017). Motivation and choice of teachers to pursue their postgraduate studies in an ethnic minority college. Journal of Applied Research in Higher Education, 9(4), 616-629. https://doi.org/10.1108/JARHE-03-2017-0020 Areiza-Padilla, J. A., & Galindo-Becerra, T. (2022). Quality as a drive-up digital teaching: Analysis of virtual classes in Colombian business schools. Heliyon, 8(6). https://doi.org/10.1016/j.heliyon.2022.e09774 Asio, J., Gadia, E. D., Abarintos, E. C., Paguio, D. P., & Balce, M. (2021). Internet connection and learning device availability of college students: Basis for institutionalizing flexible learning in the new normal. Studies in Humanities and Education, 2(1). https://doi.org/10.48185/she.v2i1.224 Beer, C., Roy, S., & Ames, K. (2022). Is it really flexible? Examining definitions of flexibility against contemporary practice in online education. Journal of Further and Higher Education, 47(2), 255–264. https://doi.org/10.1080/0309877X.2022.2106125 Berry, G. R., & Hughes, H. (2020). Integrating work–life balance with 24/7 information and communication technologies: The experience of adult students with online learning. American Journal of Distance Education, 34(2), 91-105. https://doi.org/10.1080/08923647.2020.1701301 Black, E., Ferdig, R., & Thompson, L. A. (2021). K-12 virtual schooling, COVID-19, and student success. JAMA pediatrics, 175(2), 119-120. doi:10.1001/jamapediatrics.2020.3800 Cayetano, M., & Autencio, P. (2021). Perception on the implementation of flexible learning in the time of COVID-19. Bedan Research Journal. https://doi.org/10.58870/berj.v6i1.30 Davis, L., Sun, Q., Lone, T., Levi, A., & Xu, P. (2022). In the storm of COVID-19: College students’ perceived challenges with virtual learning. Journal of Higher Education Theory and Practice, 22(1). Deeson, E. (2005). Online learning. British Journal of Educational Technology, 36(6), 699–700. https://doi.org/10.1111/j.1467-8535.2005.00547_7.x Ehrlich, H., McKenney, M., & Elkbuli, A. (2020). We asked the experts: virtual learning in surgical education during the COVID-19 pandemic—shaping the future of surgical education and training. World Journal of Surgery, 44(7), 2053-2055. https://doi.org/10.1007/s00268-020-05574-3 Favale, T., Soro, F., Trevisan, M., Drago, I., & Mellia, M. (2020). Campus traffic and e-Learning during COVID-19 pandemic. Computer networks, 176, 107290. https://doi.org/10.1016/j.comnet.2020.107290 Fischer, H., Heise, L., Heinz, M., Moebius, K., & Spannagel, C. (2021). Increasing success in higher education: Relationships between online self-regulated learning, learning behavior, and academic performance. Distance Education, 42(2), 180–195. https://doi.org/10.1080/01587919.2021.1911627 Gustiani, S., Ardiansyah, W., & Simanjuntak, T. (2022). Motivation in online learning amidst Covid-19 pandemic era: Students’ intrinsic and extrinsic factors. In 5th FIRST T3 2021 International Conference (FIRST-T3 2021) (pp. 168-175). Atlantis Press. 10.2991/assehr.k.220202.029 Hendricks, E. A., & Mutongoza, B. (2023). Paragons of inequality: Challenges associated with online learning at a selected rural university in South Africa1. The Independent Journal of Teaching and Learning, 18(1), 8-21. https://hdl.handle.net/10520/ejc-jitl1-v18-n1-a2 Houlden, S., & Veletsianos, G. (2019). A posthumanist critique of flexible online learning and its “anytime anyplace” claims. British Journal of Educational Technology, 50(3), 1005–1018. https://doi.org/10.1111/bjet.12779 Kahu, E. R., & Nelson, K. (2018). Student engagement in the educational interface: Understanding the mechanisms of student success. Higher education research & development, 37(1), 58-71. https://doi.org/10.1080/07294360.2017.1344197 Kariya, S. (2023). Online education expands and evolves. IEEE Spectrum, 40(7), 49–51. https://doi.org/10.1109/MSPEC.2003.1200179 Krishnamurthy, S. (2020). The future of business education: A commentary in the shadow of the Covid-19 pandemic. Journal of business research, 117, 1-5. https://doi.org/10.1016/j.jbusres.2020.05.034 Kotera, Y., Taylor, E., Fido, D., Williams, D., & Tsuda-McCaie, F. (2023). Motivation of UK graduate students in education: Self-compassion moderates pathway from extrinsic motivation to intrinsic motivation. Current Psychology, 42(12), 10163-10176. https://doi.org/10.1007/s12144-021-02301-6 Lee, H., & Jung, J. (2022). Relationship between convenience of online education, academic achievement, and learning satisfaction. Korean Association for Learner-Centered Curriculum and Instruction, 22(13), 463–476. https://doi.org/10.22251/jlcci.2022.22.13.463 Matee, G. L., Motlohi, N., & Nkiwane, P. (2023). Emerging perspectives and challenges for virtual collaborative learning in an institution of higher education: a case of Lesotho. Interactive Technology and Smart Education, 20(1), 73-88. https://doi.org/10.1108/ITSE-06-2021-0110 Martinho, D., Santos, E., Miguel, I., & Cordeiro, D. (2018). Factors that influence the adoption of postgraduate online courses. International Journal of Emerging Technologies in Learning, 13(12). https://doi.org/10.3991/ijet.v13i12.8864 Murphy, L., Eduljee, N. B., & Croteau, K. (2020). College student transition to synchronous virtual classes during the COVID-19 pandemic in Northeastern United States. Pedagogical Research, 5(4). Müller, C., & Mildenberger, T. (2021). Facilitating flexible learning by replacing classroom time with an online learning environment: A systematic review of blended learning in higher education. Educational Research Review, 34, 100394. https://doi.org/10.1016/j.edurev.2021.100394 Nunes, K., Laliberté, N., & Rawle, F. (2023). The case for flexibility in online science courses: Strategies and caveats. Biochemistry and Molecular Biology Education, 51(1), 89-93. https://doi.org/10.1002/bmb.21690 Naidu, S. (2019). The changing narratives of open, flexible, and online learning. Distance Education, 40(2), 149–152. https://doi.org/10.1080/01587919.2019.1612981 Neștian, Ș. A., Vodă, A. I., Tiță, S. M., Guță, A. L., & Turnea, E. S. (2021). Does individual knowledge management in online education prepare business students for employability in online businesses?. Sustainability, 13(4), 2091. https://doi.org/10.3390/su13042091 Nunes, K., Laliberté, N., & Rawle, F. (2022). The case for flexibility in online science courses: Strategies and caveats. Biochemistry and Molecular Biology Education, 51(1), 89–93. https://doi.org/10.1002/bmb.21690 Owais, K. M., & Atipamula, A. (2021). E-Learning Experience of Management Students in B-Schools During COVID-19 Pandemic-A primary Survey. Shanlax International Journal of Management, 8(S1-Feb), 73-78. Rahimi, F., Dolatabadi, N. D., & Allahbakhshian, L. (2022). Third-millennium challenges in virtual-learning contexts: A systematic review in developing countries. Acta Medica Iranica, 60(8), 447-456. https://doi.org/10.18502/acta.v60i8.10828 Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary educational psychology, 25(1), 54-67. https://doi.org/10.1006/ceps.1999.1020 Salas-Pilco, S. Z., Yang, Y., & Zhang, Z. (2022). Student engagement in online learning in Latin American higher education during the COVID‐19 pandemic: A systematic review. British Journal of Educational Technology, 53(3), 593-619. https://doi.org/10.1111/bjet.13190 Sato, S. N., Condes Moreno, E., Rico Villanueva, A., Orquera Miranda, P., Chiarella, P., Tornero-Aguilera, J. F., & Clemente-Suárez, V. J. (2022). Cultural differences between university students in online learning quality and psychological profile during COVID-19. Journal of Risk and Financial Management, 15(12), 555. https://doi.org/10.3390/jrfm15120555 Sato, S. N., Condes Moreno, E., Villanueva, A. R., Orquera Miranda, P., Chiarella, P., Bermudez, G., ... & Clemente-Suárez, V. J. (2023). Psychological Impacts of Teaching Models on Ibero-American Educators during COVID-19. Behavioral Sciences, 13(12), 957. https://doi.org/10.3390/bs13120957 Sheail, P. (2018). Temporal flexibility in the digital university: Full-time, part-time, flexitime. Distance Education, 39(4), 462–479. https://doi.org/10.1080/01587919.2018.1520039 Stanley, D., & Fortunato, Y. R. M. (2022). The efficacy of online higher education in Latin America: a systematic literature review. IEEE Revista Iberoamericana de Tecnologias del Aprendizaje, 17(3), 262-269. DOI: 10.1109/RITA.2022.3191299 Stone, C., Freeman, E., Dyment, J. E., Muir, T., & Milthorpe, N. (2019). Equal or equitable?: The role of flexibility within online education. Australian and International Journal of Rural Education, 29(2), 26-40. https://doi.org/10.47381/aijre.v29i2.221 SIMA TABATABAI, P. D. (2020). COVID-19 impact and virtual medical education. Journal of advances in medical education & professionalism, 8(3), 140. doi: 10.30476/jamp.2020.86070.1213 Stone, C., & O’Shea, S. (2019). Older, online and first: Recommendations for retention and success. Australasian Journal of Educational Technology, 35(1). https://doi.org/10.14742/ajet.3913 https://doi.org/10.14742/ajet.3913 Soffer, T., Kahan, T., & Nachmias, R. (2019). Patterns of students’ utilization of flexibility in online academic courses and their relation to course achievement. The International Review of Research in Open and Distributed Learning, 20(4). https://doi.org/10.19173/irrodl.v20i4.3949 Tseng, H., Yi, X., & Yeh, H. T. (2019). Learning-related soft skills among online business students in higher education: Grade level and managerial role differences in self-regulation, motivation, and social skill. Computers in Human Behavior, 95, 179-186. https://doi.org/10.1016/j.chb.2018.11.035 Wilcha, R. J. (2020). Effectiveness of virtual medical teaching during the COVID-19 crisis: systematic review. JMIR medical education, 6(2), e20963. doi: 10.2196/20963 Xavier, M., & Meneses, J. (2021). The tensions between student dropout and flexibility in learning design: The voices of professors in open online higher education. The International Review of Research in Open and Distributed Learning, 23(1). https://doi.org/10.19173/irrodl.v23i1.5652 Yoon, H. (2019). An online college near me: Explaining localized distance student enrollment patterns. The International Review of Research in Open and Distributed Learning, 20(5). https://doi.org/10.19173/irrodl.v20i5.4432 Zamani, B. E., Esfijani, A., & Damaneh, S. M. A. (2016). Major barriers for participating in online teaching in developing countries from Iranian faculty members’ perspectives. Australasian Journal of Educational Technology, 32(3). https://doi.org/10.14742/ajet.2678 Zainuddin, A., Rahim, M. A., Yusof, R., Samad, S. A., Harith, N. H. M., & Rahmat, N. H. (2021). Analyzing postgraduates’ motivation in writing master dissertation. International Journal of Academic Research in Business and Social Sciences, 11(12), 1199-1220. http://dx.doi.org/10.6007/IJARBSS/v11-i12/11460