Understanding student engagement, particularly in online classes, is crucial for optimizing learning experiences, yet the changing nature of engagement remains understudied. This study draws on self-determination theory to inductively explore the evolution of student engagement in terms of autonomy, competence, and relatedness, in online learning environments before, during, and after the Covid-19 pandemic. Utilizing a sample of over 400 students from 14 universities across four countries, we find that a paradox emerges with respect to the desire to be socially connected and the desire for increased autonomy and flexibility. We offer theoretical exploration of the changing nature of student engagement and best practices for engagement in virtual educational environments.
