In spatial design and architecture education, the nature of studio-based learning is inherently feedback-rich, due to its dialogic nature. Conversational exchanges between tutor and student and student and student in formal and informal learning settings have long been regarded to be of high pedagogic value. Developing a learning setting with a rich social dynamic in which peer interactions and socialised learning can be developed, is a central part of studio-based pedagogy for spatial design students. Since the mid-1990s, the studio learning experience has changed as a result of significantly reduced contact hours, larger student cohorts and a lack of designated studio space. Students no longer have dedicated space to learn in, and with a reduction of contact hours, studio culture has significantly changed its dialogic nature, and hence the learning experience for visually centred work. This paper addresses the gap that exists between a changed physical learning environment and the need for a model which supports peer learning. To illustrate this, the paper discusses a virtual online studio trial, conducted with final-year spatial design students for one semester in 2019. The results attempt to examine the value of an online space that allows students to engage with and inspire each other beyond the parameters of formal classes and, in essence, replace the lost traditional studio experience. This will help students construct and negotiate their meaning and understanding of often complex concepts; create safe and supportive learning environments; and encourage interaction, engagement and self-directed learning.