Management of virtual classrooms is significantly more critical now because the usage of online learning has increased due to the COVID-19 pandemic. However, distractions are more prevalent, making it challenging for students to engage and focus. Effective virtual classroom management could lead to the establishment of explicit norms and expectations as well as the provision of assistance for students in an online environment. This study aims to explore and analyse the scholarly peer-reviewed articles on virtual classroom management indexed in the Web of Science (WoS) database. A systematic review is done to explore and analyse academic, peer-reviewed papers for the study, which uses a qualitative research approach. According to some key findings, studies have increased in number with the COVID-19 pandemic; the studies are conducted in Asian countries at most, collections of similar or related works are about self-regulated learning (SRL), and the method of the studies is diverse. The outcomes of the studies are gathered under the themes of virtual classroom management strategies and professional development from scholarly sources. Both the scope and the number of studies on virtual classroom management should rise over time as virtual education becomes more commonplace and academics address these issues. It is crucial to monitor how this topic develops by examining academic databases. The management of virtual classrooms differs from classical classrooms in certain aspects, and these differences lead to the need for new management approaches and models. Besides, training sessions and seminars that are expressly focused on managing virtual classrooms could be available to teachers.