To meet the needs of diverse population of students, online classes in higher education started to proliferate in recent decades. Increase in enrollment in online courses required U.S. higher education institutions to employ teaching assistants, including international teaching assistants (ITAs) to teach a variety of undergraduate level courses. This exploratory qualitative case study aimed to analyze international teaching assistants’ (ITAs) teaching strategies through the lens of Technological Pedagogical Content Knowledge (TPACK) framework. Themes emerged from the data that highlight the knowledge and skills ITAs brought to teaching online classes.
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