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In this case study, I examined the impact of the Covid-19 health crisis on a particular methodology for teaching French in higher education. I collected quantitative and textual data from online classroom interactions on Moodle at the end of a semester-long French language course. The participants were a group of Hellenophone students at the Aristotle University of Thessaloniki, during spring 2019-2020. Drawing upon theoretical frameworks of theories of learning, educational engineering, and language didactics, I conducted statistical analyses of the scores obtained over the semester, the logged connections and mouse clicks, and the length of the textual artifacts produced. I also performed a content analysis on the artifacts of the students. I found that the transition from co-modal training to distance learning had some beneficial impact: increasing the effectiveness of socioconstructivist teaching, contributing new forms of flipped classroom enactment, facilitating the organization of written mediation activities, and fostering the development of metacognitive capacity.