Computer-based training (CBT) systems can efficiently support modern teaching and learning environments. [CAMPUS is one example of such a system - supporting medical education based on real medical cases using a constructivist learning approach.] CAMPUS is now available in English and is used for teaching and learning in medicine, but also supports teaching and learning in nursing. In this paper, we demonstrate, on the basis of CAMPUS, that long-established and current learning theories and design principles (e.g., Bloom's Taxonomy and practice fields) are (i) relevant to CBT and (ii) are feasible to implement using computer-based training and adequate learning environments. Not all design principles can be fulfilled by the CBT system alone; the integration of the system with adequate teaching and learning environments therefore is essential. Adequately integrated, CBT programs become valuable means to build or support practice fields for learners and build domain knowledge and problem-solving skills. Learning theories and their design principles can assist in designing these systems as well as in assessing their value.