Abstract. Field trips are an essential part for geoscience students, as the field is intrinsic for understanding what they are taught in the classroom. Yet, distance learning has never been more necessary than today. Despite their significance in the students’ education, field trips cannot be performed under the present conditions with the COVID-19 pandemic. Educators are called to find, use and evolve various tools in order to offer students quality education, with an effort to eliminate the drawbacks of the lack of physical contact and “live” field work. Virtual field trips are one such tool, through which one can virtually see any place in the globe by means of a computer, tablet, or even mobile phone, without physically visiting it. In this paper, we present the results of a virtual field trip developed for students following Geomorphology course of the Faculty of Geology and Geo-environment, National and Kapodistrian University of Athens; it can, however, be used from other universities with similar courses, not only in Greece, but in other countries as well. The purpose of this study is the evaluation of virtual field trips, both as an alternative and/or substitute of in situ field work and as a means of preparation for “live” field trips, by taking into consideration the students’ views, through an anonymous questionnaire. Our findings suggest that virtual fieldtrips are useful for geoscience students, and they provide a good alternative during restriction periods, and although they can under no circumstances substitute real field trips, they can be a valuable additional tool when preparing for a live field trip.