This study aims at investigating the change of cognitive presence (CP), which is one of the basic variables for effective learning in online discussions, based on the cognitive style. Cognitive styles of the participants were identified based on the group embedded figures test (GEFT). The participants of the study took part in online discussions for seven weeks. Content analysis was used to measure cognitive presence in students' online discussions. The analysis was based on practical inquiry (PI) model which defines four phases of cognitive presence. The data were also analysed using the nonparametric tests, Spearman Rhu correlation, and descriptive statistics. The findings indicate that, in regard to the cognitive presence of the participants, those phases with the highest frequency are found to be exploration and triggering event. It is also found that the CPs of the participants do not vary based on their cognitive styles. In addition, unlike what was reported by previous studies there are no significant differences between the number of words used by the participants and the rate of involvement in online discussions depending on their CPs. On the other hand, there are moderate and strong correlations between the participants' CP phases suggesting that the CP phases may be developed in relation to one another. Based on the findings, some suggestions are developed in regard to the scope of learning analytics and discussion dynamics concerning the discussion environments in online learning.