The current research aimed to explore the effect of the interaction between the Annotation style (Directed /free) based on crowdsourcing in a social web-based training environment and the cognitive style (dependent/independent) on the development of some e-course design skills among faculty members at Zagazig University. The research sample consisted of (80) faculty members from Zagazig University, divided into four experimental groups. The research included four experimental treatments: The first treatment used a Directed Annotation style based on crowdsourcing/dependent cognitive style. The second treatment used a Directed Annotation style based on crowdsourcing/independent cognitive style. The third experimental treatment used a free Annotation style based on crowdsourcing/dependent cognitive style. The fourth experimental treatment used a free Annotation style based on crowdsourcing/independent cognitive style. The research tools included: a cognitive achievement test, a performance observation card, and a product evaluation card related to e-course design skills. The research results revealed differences between the mean scores of the experimental groups on the cognitive achievement test, observation card, and final product evaluation card for e-course design skills in a web-based social training environment. This difference was due to the interaction effect between the Annotation through Crowdsourcing style (Directed /free) and the cognitive style (dependent/independent). The fourth experimental group outperformed the free crowdsourcing/independent cognitive style feedback style. The research recommended using free Annotation through Crowdsourcing with the independent cognitive style and Directed Annotation through Crowdsourcing with the dependent cognitive style.