This paper reports a case of online classes from the English Language Teaching Programme at Anadolu University, Turkey. The study used an explanatory case oriented research design that assisted to examine relations between students' learning styles and factors influencing students' participation in asynchronous interactions in online courses. The study was carried out during the 2006-2007 academic year with a sample of 139 junior and senior students. The converger learners were more involved in discussion boards compared to other learning style groups. The most popular support service was found to be pedagogical and social guidance for all types of learning styles while the least preferred support services were the administrative and technical. (Contains 7 tables and 1 figure.)