Abstract
This paper examines the invisible barrier that can challenge teachers when teaching online, called the fourth wall. Using a presence framework derived from the literature, we explored how experienced teachers manage the absence of visual cues and identify the pedagogical practices they adopted as a response. Data from semi-structured interviews with 22 teachers experienced in online teaching was analysed for individual presence, place presence, and co-presence. Results indicate seven different types of individual presence, four different types of place presence, and three different types of co-presence. Overall, findings show that teachers discussed developing students' individual connections to the online lesson more often compared with developing co-presence (student-to-student engagement) with place presence being representative of the online learning space. Specific strategies that teachers used to support each presence are presented and implications are provided for how this affects the move to an increased use of blended and online learning in the schooling context.