Teaching presence in telecollaboration. Keeping an open mind

The study examines how teaching presence was perceived by the different groups, and how the perceptions influenced the students' evaluation of their telecollaboration. Based on the data gathered by means of (i) an anonymous survey; (ii) two anonymous reflection questionnaires; and (iii) classroom observation it is argued here that in telecollaboration TP is likely to be perceived differently by the individual groups participating in the exchange even if its different aspects had been discussed by the telecollaborating teachers during the set-up phase. This is because online intercultural exchanges are extremely complex and dynamic educational contexts. For the same reason, the relationship between teaching presence and student satisfaction, reported in publications to-date, seems to be less straightforward and more multifaceted in telecollaboration.