Students' perceptions of teaching presence in the virtual learning environment: A community of inquiry case study in Vietnam

This study investigates Vietnamese university students' perceptions of teaching presence in the virtual learning environment through Microsoft Teams. Using a parallel convergent mixed-method design, data were collected from 131 survey respondents and six interview participants. Findings indicate that students perceived teaching presence positively, particularly valuing instructors' facilitation of discussions, provision of timely feedback, and clarity in communication. However, students also reported challenges, including limited interaction and occasional technical issues. The study contributes to the literature on the Community of Inquiry (CoI) framework by situating teaching presence within the Vietnamese higher education context. Practical implications are offered for educators and administrators to enhance course design, strengthen student-teacher interaction, and promote student engagement in online education.