The outbreak of the COVID-19 pandemic and the resulting need for physical distancing have rapidly increased the use of digitally enhanced teaching and learning formats in continuing vocational education and training. Both synchronous and asynchronous formats are used to minimize the amount of face-to-face time in continuing education programs. The former embed the learning process in a more social context and thus address a frequently cited criticism regarding digitally enhanced learning. However, they also require a relatively high level of digital infrastructure on the part of educational institutions and learners. Virtual 360-degree learning spaces represent a promising opportunity to meet both requirements simultaneously. In this article, we describe a use case for the didactic conception and technical implementation of a virtual 360-degree learning space. Prior to this, a definition and differentiation of virtual learning spaces is provided. Afterwards, we look ahead to the piloting of the developed learning space.