The increasing demand for online education courses has created a need to accurately assess and evaluate the quality and effectiveness of online education course design and to conduct inquiries regarding the effect of online learning delivery on learner outcomes. This study focused on the meso-level and micro-level evaluation of an online education course. Course content presentation style, learning styles, and gender were used as independent variables. Recall score was used as the dependent variable. This study found no significant difference between the mean recall scores of participants in content presentation style, learning styles, and gender. Assimilators benefitted from the browseable content presentation style. Post hoc power analysis results are discussed. Ideas and directions for further research are presented. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]