The purpose of this study was to investigate the effects of CBI lesson sequence type and cognitive style of field dependence on learning from Computer-Based Cooperative Instruction (CBCI) in WEB on the dependent measures, achievement, reading comprehension and reading rate. Eighty-seven college undergraduate students were randomly assigned to lesson sequence type levels, after assigning into three cognitive style group: field dependent (FD), field neutral (FN) and field independent (FI), based on the Group Embedded Figure Test (GEFT) scores. Instruction was delivered by means of two types of sequence of lessons for CBCI in WEB, linear lesson (LL) and branching lesson (BL). A two-way analysis of covariance was used to investigate whether there are main effects and interactions between cognitive style of field dependence and lesson sequence types. In order to control statistical power and to equate the treatment groups, Nelson-Denny Reading Comprehension Test scores were used as a covariate. The analysis of regression coefficients between lesson sequence type and dependent variables and between field dependence and dependent variables was shown in tables. Although the findings show non-significance in formal tests of hypotheses, the interaction effects between field dependence and lesson sequence types on dependent measures were clarified. Four research questions converted to statistical hypotheses were tested according to the factorial design model. Specifically, the tests of hypotheses generated discussion and conclusions were given at the end of the study. © The Turkish Online Journal of Educational Technology.