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One issue of concern to teachers is the effect of teaching strategies and students’ cognitive style on knowledge construction via online discussions in social networks. This study aimed to explore which teaching strategies lead to better learning performance and which cognitive styles affect learning from teaching strategiesbased on online discussions in a social network setting.Participants in the study engaged in four discussion activ-ities: an abstract writing (AW) discussion, a collaborative problem-solving-based discussion, a project-based discus-sion, and a peer-assessment discussion, and the participa-tion was used to facilitate comparisons between eachg roup. The following research questions were examined:(a) what are the differences in knowledge constructionbehavior among students with different cognitive styles indifferent online discussions according to quantitative con-tent analysis? (b) Are there different patterns of knowledge construction behavior among students with different cog-nitive styles in different online discussions? We found thatstudents in the Serialist groups showed better performancein terms of the number and the diversity of knowledge construction behaviors. Further, in terms of teaching strategies, AW discussion activities led to more negotia-tion, coordination, compromise, co-construction, andknowledge construction behaviors, while problem-solving-based discussion activities led to more information acqui-sition and sharing. We discuss the results and offer suggestions