Purpose This study aims to review the literature on online based learning in business education published in Development and Learning in Organizations between 2019 and 2022. The results of this study can present a better understanding of work-based business learning and offers new insights for future studies. Design/methodology/approach Recently the COVID-19 crisis has accelerated online learning. The pandemic’s pace and scale have led many universities and business schools to adopt popular e-learning tools such as Microsoft Teams, Zoom, or other online platforms. As a result, faculty and students needed new skills and resources in business education. Hence, the design and execution of online content were under scrutiny (Singh, 2022). After several months (almost two years) of operating in a highly virtual state during the COVID-19 crisis, there is little understanding of online learning in business education. In addition, asking about online teaching quality and student satisfaction is vital, as unsolved concerns may have long-term implications for future business programs (Szopiński and Bachnik, 2022). Therefore, this study aims to critically discuss the current literature to investigate the effects of online learning in business education during the COVID-19 pandemic. The results could present a better understanding of business learning and offers new insights for future research. Findings The results from reviewing the selected articles showed several methodologies adopted in the field of business education. In this regard, universities must adopt an attendance policy for students with unreasonable excuses and those who cannot attend for technical issues. In this regard, facial recognition technologies and in-class tests that require attendance could assist. In addition, to encourage participation, business schools should build algorithms to measure student engagement and link it to the grading system. Finally, universities and business schools should have continuous assessment measures to ensure quality online learning matches higher education institutions in a specific country (Szopiński and Bachnik, 2022). Originality/value Along with the benefits of online learning, business schools must be aware of the risks of extending their online courses. First, digital platforms must be introduced to support all online teaching and learning courses and allow information sharing. This demands institutional reforms and resources, which may be unavailable if a university lacks facilities, administrative support, or a training coordination program. The second challenge is the faculty’s attitude toward online learning and the IT support needed to provide an online environment. While distance learning must offer the same knowledge and skills as traditional learning, faculty should embrace technology as a teaching instrument. Therefore, perceived usefulness is a significant determinant of faculty approval of online education. A post-2020 pandemic study is needed to assess faculty opinions in future studies (Szopiński and Bachnik, 2022).

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