Due to flexibility and convenience that characterize online education, many prospective physics students would prefer an online option compared to traditional face-to-face learning. However, most first-time introductory college physics students fail to grasp the basic concepts and the problem solving skills if the instructional strategy used to deliver the course is not compatible with the learners’ preferred learning styles. This book investigates the effect of instructional strategies based on learning styles for introductory college physics in an online environment. Analysis of the research results shows that learners’ performance and satisfaction in an online introductory physics course could be improved by using instructional designs and strategies that match their individual ways of learning. The outcome of this investigation should be especially useful to physics educators and instructional designers who face the challenge of providing viable online physics instruction in colleges and universities. Ideas discussed in this book could also be applied to other areas of science, whether in an online or instructor-led classroom experience.