Abstract
The teaching presence is one component within the community of inquiry framework. This presence capacitates lecturers to develop learning designs that will serve to provide a beneficial educational experience for students when facilitating their sessions via online platforms. This qualitative case study sets out to understand the perceptions of five lecturers within the School of Commerce at a Private Higher Education Institute in South Africa on their reflections of the teaching presence. An interprevist paradigm was adopted and semi-structured interviews were completed to understand the lived experiences of the lecturers. The findings suggest that lecturers are aware of the subsection sub-elements that make up the teaching presence, however, two subsections within the sub-elements of the teaching presence were not mentioned by any of the participants during their reflections. The lecturer reflections are aligned to the core elements of the teaching presence.