Self-paced online courses are increasingly common and offer practical benefits such as flexibility of time and location. Computer-Aided Personalized System of Instruction (CAPSI) is one example of a well-researched method of online instruction that includes a self-pacing feature. Although flexibility is a benefit, self-paced online instruction is often challenged with high dropouts. The purpose of this study was to evaluate whether supervision of students engaged in CAPSI improves training completion and learning of behavioural principles and procedures, as suggested by previous studies. Participants were randomly assigned to either the independent or supervised study conditions. In both conditions, participants used a self-instructional manual in combination with CAPSI. Participant’s declarative and procedural knowledge were evaluated with a written behavioural test and application assessments, respectively, before and after training. Statistically significant main effects were found for acquisition of declarative and procedural knowledge, but between groups differences were not statistically significant with regard to training completion and learning. Reasons for this lack of effect between the supervised and unsupervised groups are discussed.