The teaching of physics in virtual and distance higher education has always presented challenges due to the high rate of non-approval (>30%) and dropout rates (>10%). Information and communication technologies have allowed the development and creation of digital resources that allow students to be given other types of tools that improve the teaching-learning process. As a consequence, remote and virtual laboratories have gained importance as a complement in the teaching of concepts and skills in experimentation. In the same way, the digital spaces created based on Inquiry Learning have led students to have a greater understanding of concepts. This paper presents the result of the pedagogical implementation and creation path of an inquiry-based learning space (ILS) in Go- Lab. The educational tool was applied in the General Physics course offered to distance in engineering students of the Universidad Nacional Abierta y a Distancia within the framework of the World Pendulum Alliance (WP@ELAB) project. The results show that of the 345 students who made use of the resource, 234 approved the activity, which implies 68% of the sample. In addition, the qualitative analyzes of the students' appreciation of the use of technology in science still show gaps in terms of lack of knowledge in technology and internet coverage.