  Virtual Laboratories (V Labs) have in the recent past become part and parcel
of remote teaching in practical hands-on approaches, particularly in
Cybersecurity distance courses. Their potential is meant to assist learners
with hands-on practical laboratory exercises irrespective of geographical
location. Nevertheless, adopting V Labs in didactic approaches in higher
education has seen both merits and demerits. Based on this premise, this study
investigates the impact of V Labs on Active Learning (AL) and engagement in
cybersecurity distance education. A survey with a limited number of learners
and educators who have had an experience with cybersecurity distance courses
that leveraged V Labs in their practical Lab assignment, was conducted at
Blekinge Tekniska H\"ogskola, Sweden, to assess the impact of V Labs on AL and
engagement in Cybersecurity Distance Education. 29% and 73% of the learners and
educators, respectively responded to the survey administered remotely and with
good internal consistency of questionnaires based on the Cronbalch Alpha; the
results showed that learners and educators had a positive perception of using V
Labs to enhance AL in cybersecurity distance education. The key concentration
of the study was on AL and engagement and problem-solving abilities when V Labs
are used. Both the learners and educators found the V Labs to be engaging,
interactive, and effective in improving their understanding of cybersecurity
concepts.
