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Introduction This study examines the role of interactivity in virtual learning environments (VLEs), focusing on the integration of synchronous and asynchronous modalities in shaping educational presence.Methods A mixed-methods design was applied, combining survey data, observational analysis, and interaction records from a Moodle-based course with 115 undergraduate Communication students. Variables included participation patterns, cognitive engagement, and access to technological resources.Results Synchronous interaction enhances teaching and social presence through immediacy and real-time feedback, while asynchronous interaction supports cognitive presence by fostering reflection and deeper engagement. These effects are conditioned by communication strategies and contextual factors, including technological access and socioeconomic conditions.Discussion Interactivity emerges as a context-dependent process rather than a direct causal mechanism. The study proposes the concept of Strategic Educational Presence, extending the Community of Inquiry framework by incorporating a communicational and strategic dimension. This approach underscores the alignment of interaction modalities, pedagogical design, and contextual conditions to support meaningful learning. Limitations include a single institutional context and reliance on self-reported data. Future research should test this framework across disciplines using longitudinal and multivariate approaches.