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Most often the topic of creating any type of presence in online education is viewed from the student perspective (Oztok & Brett, 2011). This research examines the creation of teaching presence from the vantage point of the instructor. Over the course of three semesters, the researcher/instructor incorporated various techniques to create a greater sense of teaching presence in one of two simultaneous graduate assessment courses. Data was collected and analyzed from discussion board postings,doi:10.24059/olj.v18i3.446 fatcat:vrf6qce74nfdvbxalz43cd5aay