This study investigated differential effects of learning styles and learning orientation on sense of community and cognitive achievement in Web-based and lab-based university course formats. Students in the Web-based sections achieved higher scores at the "remember" and "understand" levels, but not at the "apply" or "analyze" levels. In terms of learning style, extrovert students outperformed introvert students in the lab-based sections, whereas introverts performed better in the Web-based sections. With regard to sense of community, students in the Web-based environment had higher scores on two of three scales. The final aspect examined was students' variable orientation toward learning, with significant but weak results. [ABSTRACT FROM AUTHOR]
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