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Web-based instructional systems implement constructive learning models, in which the user has control over the learning stages, as well as over the building stages of its own cognitive structures. This model has obvious advantages, but it may fail for closed cognitive style users. To solve this problem many solutions have been attempted: extension of surfing functions offered by the instructional system, upgrading system's adaptive capabilities or conceptual organization of the teaching knowledge, with learning stages phasing. This paper presents and evaluates several solutions adopted in designing adaptive Web-based instructional environments.