Web-based learning promotes computer-mediated interaction and student-centred learning in most higher education institutions. To fulfil their academic requirements, students develop appropriate strategies to support learning. Purposes of this study were to: (1) examine the relationship between students study strategies (assessed by Learning and Study Strategies Inventory [LASSI]) with their learning outcomes and online interaction and (2) observe the development of strategies among students in the web-supported collaborative project. Both quantitative and qualitative data were gathered. The results of the study revealed that some LASSI constructs were significant in predicting students' online learning achievement, including: anxiety, time management, use of support/material and test strategies (p less than 0.05). Students' interaction significantly correlated with: attitude, motivation, information processing, selecting the main idea, use of support/material and test strategies (p less than 0.05). In addition to LASSI, strategies were identified in the study, including: task analysis, information utilisation, group coordination, self-review and task refinement. (Contains 4 tables.)