OER Knowledge CloudJournal ArticleZhang, HuaihaoLin, LijiaZhan, YiRen, YouqunGuided by the Interactive-Constructive-Active-Passive framework, the purpose of the study was to investigate whether teaching presence would impact online learners’ passive, active, constructive, and interactive engagement behaviors. A total of 218 middle-school English teachers participated in an online professional development course. Quantitative data were collected from an online survey and the log files of the online course website. The results of the regression analysis revealed that, by controlling for the potential effects of the demographic variables, learners’ perceived teaching presence had a positive impact on their constructive and interactive engagement behaviors but not on their passive or active engagement behaviors. In light of these findings, implications, limitations, and future directions are discussed.2016EnglishJournal of Educational Computing Research547887-900China10.1177/0735633116648171https://www.researchgate.net/publication/303029667_The_Impact_of_Teaching_Presence_on_Online_Engagement_Behaviorsyesteaching presenceengagementonline learningquantitativehttps://www.researchgate.net/publication/303029667_The_Impact_of_Teaching_Presence_on_Online_Engagement_BehaviorsShanghai, China, Asia