Based on the pedagogical principle of cognitive conflict, Inquiry-Based Laboratory Activities (IBLAs) have been shown to improve conceptual understanding of challenging science and engineering topics. Yet, providing students physical apparatuses to complete an IBLA is not tenable in every instructional setting. This paper reports design, development, and implementation of two Remote IBLAs in mechanics -- the Spool IBLA and the Rolling Cylinder IBLA. The Remote IBLAs were constructed based on successful, analogous Physical IBLAs and contain two elements, a video of the central activity in the Physical IBLA followed by a Virtual Laboratory simulation. The simulation provides students additional vector and graphical representations while the combined video and simulation are designed to manage the learner's cognitive load. A naturalistic preliminary study used a split design to measure student perception and performance in both remote and physical conditions. Students expressed that the combined video and simulation was more effective for their learning than video alone or simulation alone. Students articulated each element had unique merits; the video provided the "what" of the activity -- a concrete example of the phenomenon under investigation that concretizes the experiment. The simulation provided information "why" -- with the added vector representations giving students the opportunity to develop their mental models by explaining why the underlying phenomenon occurs. When compared to the Physical IBLA, there was not a difference in perceptions of learning nor in measured performance on summative concept inventory questions; however, students reported they were less motivated with one of the Remote IBLA activities.