Background: Video-based learning (VBL) is the learning process of acquiring defined knowledge, competence, and skills with the systematic use of video resources. Currently, the relationship between teaching presence and social presence in VBL is underexamined. Objectives: This study examined the relationships between social presence and teaching presence indicators in VBL. Methods: We analysed social presence based on 3456 "danmaku" data (synchronised on-screen comments) and teaching presence based on the video content from eight pre-recorded database lectures on Bilibili. The eight lectures were categorised into theory- and application-oriented sessions. We analysed the static relationships and temporal patterns between social presence and teaching presence in theory- and application-oriented sessions respectively using bipartite network analysis and cross-correlation analysis. Results: We identified the teaching presence indicators that had a high frequency of co-occurrence with students' social presence, including "conducting informative demonstrations" in application-oriented sessions and "offering useful illustrations" in theory-oriented sessions. The most frequently observed social presence indicator was "social sharing", which co-occurred frequently with most teaching presence indicators in both theory- and application-oriented sessions. Conclusions: We identified the significant associations between indicators of teaching presence and social presence in VBL from both static and temporal perspectives. These indicators exhibited varying levels of association between theory- and application-oriented sessions. Implications: This study contributes to the theoretical understanding of the relationships between teaching presence and social presence, which can benefit teaching practice and course design in VBL. Course instructors are suggested to incorporate the identified teaching presence aspects to enhance students' social presence in VBL.