As online programs grow, so should attempts to create a better virtual asynchronous learning experience. The purpose of this study was to examine the impact of video-based online learning activities in increasing components of social, teaching, and cognitive presence, among interprofessional healthcare students of various age groups. Studying this problem through the lens of the community of inquiry framework may provide instructors at similar colleges the information needed to increase feelings of presence in their online courses. This study was quantitative and cross-sectional, with the target population being undergraduate healthcare students enrolled at a private college. The data were gathered via a voluntary and self-administered online questionnaire, and a non-parametric test was used to examine statistical significance. The data did not appear to show any statistically significant effects of the use of video on cognitive and social presence, nor indicate age or frequency of video impressions as variables impacting any of the presences. Some trends in the data emerged regarding teaching presence, indicating students felt instructors' use of video was a positive addition in organizing the course, facilitating discourse, and directing instruction. Future research should focus on what type of video use is best for increasing social and cognitive presence, and how often it should be used to maximize benefits. Continuing to examine these vital components of online classes allows colleges and universities to evolve their online programs and engage online students, while maintaining the integrity of higher education. [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.]