# A New TPACK Training Model for Tackling the Ongoing Challenges of COVID-19
#### 1.1.2 Application of Online Classroom  
Present-day, online classroom systems are implemented in different areas to reach proficiency and increase the students' achievements because they offer many resources and possibilities to foster the learners' engagement. The web-based learning process promotes belonging to a learning community, aligns online curriculum designs with learning demands [12], and complements self-directed learning with collaborative learning [13]. This required flexibility is based on teachers-students' interaction to promote the learners' autonomy in the definition of learning goals [14]. Online classrooms highlight students' dependence on teachers [15] regarding factors like the nature of the content, the infrastructure, the skills, the readiness, and the follow-up [16]. In general terms, the advantages of the online classroom for teaching are related to the flexibility, self-motivation, and engagement for students to achieve different levels of autonomy into the learning processes. Online classroom advantages are connected to flexibility, improved communication, course management, and course design regarding the teacher's or instructor's practices. The student-centered approach demands accessibility, affordability, learning pedagogy, immediate feedback, strengthening skills for problem-solving, critical thinking, and adaptability, designing flexible programs [17]. This approach fosters students' cognitive understanding of course materials, and the suitable creation of pertinent instructional supplements, among others [18]. However, the ongoing context has posed many challenges to keep the students engaged, support the teaching practices, and adapt the learning paces. There are also other factors to consider, including lack of standards for quality, e-resources and contents development, needs of infrastructure, and reduction of digital equity and literacy gaps. Currently, the global context has allowed the pressure derived from the COVID-19 crisis to adapt educational processes; therefore, leveraging technologies to facilitate students in conducting a scientific inquiry has been widely regarded as an important trend in education worldwide. Presently, pressures derived from the global COVID-19 crisis have been conceptualized as a disruption whose impacts affected both educational systems and learning spaces [19; 20]. Several challenges and obstacles arose from the social distancing and measures taken to adapt educational processes [21]. Teachers, students, and administrators were unprepared to respond suddenly to the new requirements [22]. In addition, face-to-face classes were suspended, and technological instructional modes became crucial tools to develop synchronous and asynchronous interactions [23, 24]. Globally, the crisis generated by the COVID-19 pandemic mobilized the educational systems' resilient capacities to avoid learning loss and ensure the right to education [25, 26]. Nowadays, an educational transition stage has been begun from emergency remote learning to online pedagogy [27]. The COVID-19 pandemic has accentuated that quality education includes learning outcomes and social and emotional development, implying an avoidable curriculum change. Therefore, online educators' pedagogical and technical competencies should be contemporized to explore different teaching, learning, and evaluating options [28, 29]. Hence, digital literacy development [30] and teacher professional development [31] are two strategic fields to innovate offering technologies and methods to leverage the educational process into the post-pandemic context. Likewise, technology incorporation in learning processes should generate student adaptation capacity based on their abilities, perceptions, and skills [32]. Several types of technological resources have been implemented in this transition period, such as online instructional resources focused on educational content, real-time lessons on virtual platforms, online support for parents and students, and self-paced formalized lessons [33].