The primary purpose of this article is to review the literature on research studies conducted in the last five years on the effectiveness of window presentation strategies and the cognitive dependence status of field-dependent/independent (FD/FI) learners in a computer-mediated instruction (CMI). Secondary to this purpose is to summarize research findings which investigated the factors and the effects of CMI on the studies' populations. The literatures reviewed related to presentation strategies, cognitive styles, and academic achievement are summarized in terms of the following: presentation strategy and academic achievement; presentation strategy and time on task; cognitive style and academic achievement/performance; cognitive style and time on task; and implications for educational (instructional) technologists. (Contains 49 references.) (AEF)