Teaching presence is one of three components of the Community of Inquiry Model proposed by Garrison, Anderson, and Archer (2000). This study examined teaching presence, as measured by the instructional design and organization, and directed facilitation (Shea, Li, Swan, and Pickett, 2005), in a large undergraduate science course, contrasting two modes of lecture delivery, face-to-face and online video. Confirmatory factor analysis validated the teaching presence instrument, producing factor loadings similar to Shea et al.'s for both online and face-to-face delivery. Analysis of the relationship between instructor satisfaction and teaching presence (instructional design and organization, and directed facilitation) produced a significant (p less than 0.05) but relatively weak (r = 0.50) correlation. Differences between mean instructor satisfaction and teaching presence scores showed no significant differences based on the mode of lecture delivery. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]