We investigate the relationship between learning styles, online content usage and exam performance in an undergraduate introductory Computer Information Systems class comprised of both online video tutorials and in-person classes. Our findings suggest that, across students, (1) traditional learning style classification methodologies do not predict behavioral measures of online learning, and (2) working on the online content specifically during allotted class time is positively related to exam performance. Controlling for differences across students, we find (3) accessing content on non-class days (consistency) is positively related to exam performance, while (4) working substantially ahead of the scheduled content pace is negatively related to exam performance.