This research explores how learners perceive a Web-based learning environment integrated with a traditional classroom, as well as what learning styles are usually identified in this environment. Participants were 156 students at a university in Seoul, Korea, who were surveyed after the semester was over. The majority of them (89.1%) had experienced obstacles in the access and use of the online system on campus--UniverCampus. Findings suggest several strategies for better online instruction: (1) the minority of failing students should be identified and should receive more instructional attention; (2) feedback systems should be considered that will satisfy learners' high expectation and avoid instructions' working overload; (3) there is a strong need for instructional efforts to maintain the proper levels of learning and instructional demand; (4) deliberate strategies may be needed to stimulate learners' serious perception of online instruction; (5) it is desirable and easy demand that learners share with others information and learning outcomes; and (6) especially if multiple "integrated mode" courses are concurrently operated, supporting strategies in various dimensions should be considered in order to ensure learners' confidence. (Contains 14 references.) (AEF)