Abstract
This article deals with the effect of a problem-oriented virtual seminar concept that is an integral part of the regular course offerings at the Ludwig Maximilian University of Munich and the Virtual University of Bavaria. First, the design principles of problem-oriented learning environments and their implementation possibilities in virtual seminars are explained. Two seminars designed according to this concept from different domains ("Design and Evaluation of Problem-Oriented Learning Environments" and "Introduction to Knowledge Management from a Pedagogical-Psychological Perspective") will be presented. For the impact analysis of these two seminars, the acceptance, the learning process and the learning success will be surveyed. The results of the analysis indicate that the learners accept the virtual seminars to a high degree. Positive findings can also be attested with regard to the learning process (on a motivational, cognitive and social level). Theoretical factual and conceptual knowledge as well as application knowledge are demonstrably acquired by the learners. However, the latter shows strikingly higher scores compared to factual and conceptual knowledge, which raises questions regarding the further development of the seminar concept.
