As Higher Education Institutions closed for an indefinite period in 2019 due to the COVID-19 (coronavirus) pandemic, the urgency to commence with online modes of teaching and learning were realised. The rapid and abrupt transition from face-to-face to online teaching and learning was met with several challenges. However, it prompted new examples of educational innovation using online technologies fostering remote or distance education, such as Virtual Labs. While research suggests that Virtual Labs may improve academic performance, the impact on the students' independence is limited. This systematic review study aims to determine the effect of VLabs on teaching and self-regulated learning. Fifty-one articles were initially identified from the Web of Science database as a result of the PRISMA guidelines and criteria set out in this study to 16 eligible articles. The following keywords were searched: virtual labs, self-regulation, virtual reality, augmented reality, Higher Education Institution/s, university, college, remote learning, distance learning and online learning. The findings reveal that Higher Education Institutions worldwide are transitioning towards online education. Further findings propose that virtual labs have the ability to initiate self-regulation hence meaningful learning in times of social distancing due to the COVID-19 pandemic. In addition, six key themes were revealed: nurture, truly learner-centred, visualisation, digital natives, learning experience and management skills. This research also provides a strong platform for further research.