If the past two years have proven anything, it is that students today hold a tremendous capacity to adapt to incredibly difficult learning environments. This paper explores student learning experiences in one such learning environment, the period of online learning that occurred between January and March 2021 due to COVID-19-related school closures. Investigating the effectiveness of the digital learning platform Padlet in terms of student engagement with the Latin curriculum and its cultivation of Latin comprehension skills, this case study of Year 8 students in a state-maintained girls’ grammar school demonstrates the value of collaborative, discussion-based approaches to remote teaching. The value of digital learning platforms in our post-pandemic educational environment is demonstrated in its potential to bridge the communicative gap felt by many students when taught online, simulating the lively classroom climate which so often generates exciting and effective learning opportunities for each student. As this paper demonstrates, digital learning platforms hold the potential not only to assist educators in coping with the challenges of remote learning, but also to extend student learning in ways once considered unimaginable beyond the realms of the physical classroom. As a result, this paper argues that the position of such platforms in the post-pandemic classroom must be advocated and supported further.

如果过去两年证明了什么，那就是今天的学生拥有巨大的能力来适应极其困难的学习环境。本文探讨了学生在这样一个学习环境中的学习体验，即由于与 COVID-19 相关的学校关闭而在 2021 年 1 月至 2021 年 3 月之间发生的在线学习期间。调查数字学习平台Padlet的有效性就学生对拉丁语课程的参与及其对拉丁语理解技能的培养而言，本案例研究一所公立女子文法学校的 8 年级学生展示了协作、基于讨论的远程教学方法的价值。数字学习平台在大流行后教育环境中的价值体现在它有可能弥合许多学生在在线教学时感受到的交流鸿沟，模拟活跃的课堂气氛，这种气氛常常为每个学生带来令人兴奋和有效的学习机会。正如本文所展示的，数字学习平台不仅具有帮助教育工作者应对远程学习挑战的潜力，而且还以曾经被认为无法想象的方式扩展学生的学习，超出了物理教室的范围。因此，本文认为，必须进一步倡导和支持此类平台在大流行后课堂中的地位。