In the winter semester 2021, the VCL was implemented in two different Bachelor Programmes at the Faculty of Natural Sciences and the Faculty of Educational Sciences. The first module was “Basic Botany” for first-year Biology-Chemistry students, while the second module was “Psychology of Language” for second-year Pre-school Education students. During the VCL course 16 students participated in the first module “Basic Botany” in which topics plant cell topics were covered. The 11 students who participated in the second module, “Psychology of Language (Psycholinguistics),” have learned about the nature of language as a human mental process. The evaluation of the students is based on their participation in the module, synchronous and asynchronous feedbacks during the week, delivery of the assignments, activity during meetings, knowledge implementation in applications used like Miro board, combined with the results of the exam at the end of the module. In the module “Basic Botany” VCL was 2.5 ECTS (from a total of 7 ECTS) and in “Psychology of language (Psycholinguistics)” the VCL was 2 ECTS (from a total of 6 ECTS) assessment points.

Surveys were used to evaluate the course, with one survey collecting student expectations and another collecting feedback after the course.

• In the pre VCL survey, students expected the course to help them enroll in other international courses.
• Although 66.7% of students were familiar with online platforms, they wanted to learn new platforms and methods to increase their computer skills.
• In the Post VCL survey, 50% of students thought that the contents of the module delivered were up-to-date and that the VCL module increased productivity in the classroom.
• 57.7% of students thought that the VCL had prepared them for the job market and that they had knowledge to use again VCL in the future. They considered online collaborative work as productive and timesaving.
• About 65.4% of students thought that the teacher had created a positive environment during the lessons, and they considered the online platform effective.
• However, some students had dilemmas about better learning alone or in groups, but 57.7% of students believed that the VCL module had helped them to improve competencies with new platforms and techniques.
• About 42.3% of students thought that the VCL module had improved their communication abilities and had encouraged creative thinking.
• The first-year bachelor students had difficulties in learning how to use MS teams and to return assignments, since they had never used this platform before. Not all the participants used desktop, so they were not engaged in the same way. The students of the second module did faced difficulty regarding Platforms because they had also used it during the COVID ’19 period.

• The VCL module works better on distance learning or during pandemic times when students do not contact each other during the day in faculties.
• Implement VCL on Master Programs, as students are more interested and have more technology skills and less free time (must learn these techniques at first).
• Students are not as active online for asynchronous learning since they are physically present at the faculty for all other lectures during the week.

Several steps taken during the pilot local VCL phase worked well, such as choosing suitable subjects and modules, scheduling implementation, converting lectures to Power Point, using applications for synchronous meetings, and using MS forms for module exams.