The coronavirus pandemic has compelled a transition to distance and online education, requiring instructors and students to adjust swiftly. During this transition period, it became crucial to prioritize comprehending students' perspectives and decision-making within virtual educational environments. The present study investigates the strategies a GPCOM (Purposive Communication) instructor employs at a premier university to enhance student autonomy and decision-making through student voice and choice in the online learning environment. Data were collected via a survey comprising Likert scale items and open-ended questions from the 335 participants who participated in the study. The study results indicate that educators significantly facilitate student engagement in expressing their thoughts and ideas, promoting self-discovery, critical thinking, and collaborative problem-solving. Student preferences noted that active learning, utilization of technology, and engagement in class discussions were prominent options. Several strategies were employed to promote student engagement, such as fostering cooperation, implementing interactive gamification techniques, establishing real-life linkages, facilitating class debates, and encouraging self-directed learning. This study emphasizes the crucial role of instructor assistance in virtual learning while recognizing and integrating student preferences. Doing so aims to create a well-rounded and captivating virtual learning experience.