Abstract
Previous research investigated academics’ use, knowledge and adoption of emerging technologies in an open distance learning (ODL) environment in some depth. Investigating the key characteristics and implicit competencies underlying online teaching at this South African ODL institution should further promote an understanding of academics’ uptake of virtually mediated instruction. The Virtual Teaching Dispositions Scale (VTDS) was used to assess the professional teaching dispositions associated with effective online instruction. The aim of this study was to identify associations between virtual/technological presence, pedagogical presence, expert/cognitive presence and social presence among academic staff members at an ODL institution, making suggestions for improving online teaching in this environment.
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