The purpose of the study was to explore the relationship between Web-based learning activities and learning styles based on students’ cognition in Web-based instructional environments. Participants of the study were Texas A&M University System students who had taken part in a Web-based course during the spring semester of 2005. The sample consisted of 145 participants. Each sample member completed a quantitative survey and answered questions on a Likert-type scale. The study methodology was based on a quantitative research design. Comparative and descriptive methods were utilized in the study. Collected survey data were analyzed using descriptive and comparative statistics. The purpose of the analysis was to examine the demographic information and the factors influencing student performance. Pearson Chi-square procedure was used to explore the relationships between variables.Based on the results of the data analysis, the findings in the study include: (1) an indication that the relationships between students’learning styles and Web-based learning activities were shown to be statistically significant for chat room and e-journal activities; (2) the revelation that most study participants preferred visual and kinesthetic/tactile learning styles. The findings provide views, insights, and suggestions for Web-based instructors when developing or designing Web-based learning activities and course materials for more suitable ways and pedagogies in order to help students learn in enhanced Web-based instructional environments.
