New approaches to teaching and learning in the tertiary setting offer students flexibility for learning and, in a pandemic, suggests ways to provide learning when face-to-face delivery cannot be conducted. Courses that contain a hands-on laboratory component can be resource intensive in terms of equipment, staff, and facilities, thus more difficult to deliver when hands-on laboratory work is precluded. This study developed two virtual laboratories that could be completed online and, using a crossover design, evaluated student learning outcomes from virtual and real laboratory activities for 57 students. It also gained student feedback on their learning experiences. Overall, student knowledge increased significantly for each topic after completing either the virtual or real laboratory activities. However, no significant difference in learning was observed when outcomes from virtual or real laboratories were compared. Feedback from students indicated that most students found online modules easier to follow, they provided better background information, and would be revisited, but real laboratories were more interesting. Reinforcing learning, understanding, and remembering processes were reportedly similar for both, indicating no negative impact when a virtual laboratory was used. This study provides supporting evidence for the use of virtual laboratories where the focus is on learning concepts and not on student proficiency at operating laboratory equipment. View Full-Text ►▼ Show Figures This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.