For over a decade, the learning management system (LMS) has been the primary method of delivering online learning. However, research related instructional design and pedagogical practices within this environment is still in its infancy as compared to face-to-face learning. While several frameworks for understanding pedagogical strategies and activity optimization exist, they do not address granular level issues such as optimal student interaction patterns. This study addresses this issue by exploring a case study of over 1600 online learners at a university in south Texas. Researchers looked at student demographics and activity patterns as they relate to cognitive outcomes. (Contains 3 tables.)