This study examines the effects and interactions of World Wide Web page design on student navigation and decision making in Web-based learning environments. The following research questions are examined via quantitative, qualitative, and exploratory data analysis procedures: (1) Does instructional grouping or Web page format effect navigational decisions in an online learning environment? (2) Are there differences in the number of unique URLs (Uniform Resource Locators) visited with respect to instructional grouping or Web page format? (3) Are there differences in student attitude toward instructional grouping or computer-mediated instruction? and (4) Are there differences in quality of students' written language with respect to instructional grouping or Web page format? Fifty undergraduate students enrolled in an introductory educational survey class at a large southwestern community college served as subjects. Each subject was randomly assigned to one of four groups: cooperative learning with advisement; cooperative learning without advisement; individual learning with advisement; and individual learning without advisement. Subjects participated in computer-mediated instruction employing Internet resources to gather information and compose an essay. An interaction between instructional arrangement and homepage design was observed with regard to navigation. No significant differences with respect to attitude and performance were observed. Implications for instruction, navigation, and interface design are detailed, and areas for further research are presented. (MES)