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This diploma thesis consists of a theoretical examination of the teaching concept of inquiry-based learning, its possible virtual implementation using the example of the course Übung Communications Engineering (CE) and an evaluation of the learning environments created with regard to their usability as a learning environment. The aim of the work is to find out whether this teaching concept can be reproduced virtually and whether the learning environments provide the necessary tools. The first part is dedicated to inquiry-based learning as a form of active, action-oriented learning. This teaching concept is used in the CE exercise and is examined with regard to its methods and tools. Subsequently, an attempt is made to implement this input-oriented learning and its teaching tools in a virtual environment. Possible environments for the implementation are Project Wonderland and OpenCroquet. These virtual environments are tested with regard to their usability as a learning environment. It was determined that it is not yet possible to hold the entire CE exercise virtually, as the scope of the tools in the two learning environments is not sufficient. For this reason, only one tutorial on the topic of SOAP was implemented virtually for the third part of the work and subsequently evaluated. This showed that both learning environments are not yet suitable for teaching. OpenCroquet is partly unstable and Project Wonderland only offers interesting tools under Linux. Both have very good approaches as far as the tools are concerned, but they are not yet sufficient for classroom use.
