likely offer more participatory learning outlets and opportunities to personalize and individualize learning. Already participatory technologies, including podcasts, wikis, blogs, and social networking software, all offer ways to align learning situations with learner preferences and informal learning experiences. Those involved in online education during the coming decade should witness an explosion of such opportunities. As that explosion occurs, educators should be mindful of existing linkages between learning styles, preferences, and approaches, and online learning technologies such as those documented in this paper. All types of learning situations and events have their respective benefits and opportunities. The options available in online environments can make the learning formats more explicit. Some recent research indicates that we are in the midst of a dramatic shift to more active learning, problem solving, authentic learning, and virtual teaming or collaborative learning in online environments in both higher education and corporate training settings (Bonk, Kim, & Zeng, 2006). Such research indicates that online courses are moving away from their text-centered and lecture-based past while increasingly incorporating hands-on activities (Kim, Bonk, & Zeng, 2005) and some visual and reflective ones as well. While our own research has revealed that hands-on learning is currently deemed the least addressed learning style in online courses across a variety of settings, there seems some hope that it will be increasingly used in the next couple of years (Bonk et al.). Of course, more complex and realistic simulations, scenarios, and interactive news stories are already signalling part of this trend. As learner