This study explored how teachers adapt their agentic teaching practices in Vietnamese online distance education. Five teachers from various disciplines were interviewed. Analysis revealed adherence to pre-designed course outlines, but also agentic strategies in content delivery, feedback, and assessments, emphasizing online discourse and interaction to enhance student learning support and engagement. The findings affirm the pivotal role of teaching presence in online distance education and highlight the need for further research linking social, cognitive, and teaching presence to enhance student engagement.

Phong Thanh Nguyen, Luan Thanh Nguyen, Vu Mau Nguyen