Relevant bibliographies by topics / Self-instructional training

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Self-instructional training'

Author: Grafiati
Published: 4 June 2021
Last updated: 26 July 2025

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Journal articles on the topic "Self-instructional training"

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Harris, Karen R., and Steve Graham. "Self-Instructional Strategy Training." TEACHING Exceptional Children 20, no. 2 (1988): 35–37. http://dx.doi.org/10.1177/004005998802000211.

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Diaz, Rafael M., and Laura E. Berk. "A Vygotskian critique of self-instructional training." Development and Psychopathology 7, no. 2 (1995): 369–92. http://dx.doi.org/10.1017/s0954579400006568.

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AbstractSelf-instructional training, a widely used intervention for treating the learning and behavioral difficulties of impulsive, attention deficit-hyperactivity disordered, and learning disabled children, has repeatedly failed to promote self-control or improve academic performance. In light of this failure, we critically examine four assumptions underlying self-instructional training: (a) children with learning and behavior problems show a lack and/or deficient use of self-regulatory private speech; (b) modeling of self-verbalizations will increase children's spontaneous production of priv
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Wahyuni, Sri, Christina Dewi Prasetyowati, Wahyu Nur Pratiwi, and Khalid Alfiadi. "Self-Instructional Training Application on Diabetic Patients' Self-Care Behaviors." Nurse Media Journal of Nursing 11, no. 2 (2021): 268–77. http://dx.doi.org/10.14710/nmjn.v11i2.29360.

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Background: The diabetes mellitus cases have significantly increased in Indonesia over recent years. Health education for patients has often been carried out; however, education using self-instructional methods, which provided self-learning to solve problems by adjusting the patient's ability to improve self-care behaviors, has not been widely used.Purpose: This study aimed to analyze the self-care behaviors of diabetic patients with the application of self-instructional training.Methods: This research was a quasi-experimental study with a non-equivalent pretest-posttest with a control group d
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Nuari, Nian Afrian, Handono Fatkhur Rahman, and Abdul Hamid Wahid. "Reducing diabetes burnout syndrome using self-instructional training." International Journal of Public Health Science (IJPHS) 12, no. 3 (2023): 1226. http://dx.doi.org/10.11591/ijphs.v12i3.22849.

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Patients with type 2 diabetes mellitus (T2DM) experienced diabetes burnout, which influences the patient’s daily living. Some treatments had been introduced to reduce this burnout, but self-instructional training method remained unknown for its effectiveness. This study was aimed to analyse the influence of self-instructional training toward diabetes burnout syndrome. This research was a quasy-experimental study involving patients with diabetes mellitus type 2. About 72 respondents were chosen using purposive sampling. This study divided the respondents into control and treatment groups. The t
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Nian, Afrian Nuari, Fatkhur Rahman Handono, and Hamid Wahid Abdul. "Reducing diabetes burnout syndrome using self-instructional training." International Journal of Public Health Science (IJPHS) 12, no. 3 (2023): 1226–31. https://doi.org/10.11591/ijphs.v12i3.22849.

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Patients with type 2 diabetes mellitus (T2DM) experienced diabetes burnout, which influences the patient’s daily living. Some treatments had been introduced to reduce this burnout, but self-instructional training method remained unknown for its effectiveness. This study was aimed to analyse the influence of self-instructional training toward diabetes burnout syndrome. This research was a quasy-experimental study involving patients with diabetes mellitus type 2. About 72 respondents were chosen using purposive sampling. This study divided the respondents into control and treatment groups.
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Davis, R. Wayne, and Joseph O. Hajicek. "Effects of Self-Instructional Training and Strategy Training on a Mathematics Task with Severely Behaviorally Disordered Students." Behavioral Disorders 10, no. 3 (1985): 211–18. http://dx.doi.org/10.1177/019874298501000302.

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Seven distractible students were given instruction regarding a basic competency in mathematics, the skill to multiply decimal fractions. The effects of two treatment approaches were compared. Strategy training consisted of modeling and prompting attention behaviors and the employment of a specific strategy for solving the problems. Although accuracy rate improved, there were no reliable changes in attention using this procedure. Self-instructional training consisted of modeling, prompting, and the use of self-verbalizations to guide behavior. Attention and accuracy rate improved significantly
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Davis, R. Wayne, and Joseph O. Hajicek. "Effects of Self-Instructional Training and Strategy Training on a Mathematics Task with Severely Behaviorally Disordered Students." Behavioral Disorders 10, no. 4 (1985): 275–82. http://dx.doi.org/10.1177/019874298501000403.

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Seven distractible students were given instruction regarding a basic competency in mathematics, the skill to multiply decimal fractions. The effects of two treatment approaches were compared. Strategy training consisted of modeling and prompting attention behaviors and the employment of a specific strategy for solving the problems. Although accuracy rate improved, there were no reliable changes in attention using this procedure. Self-instructional training consisted of modeling, prompting, and the use of self-verbalizations to guide behavior. Attention and accuracy rate improved significantly
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Billings, D. C., and B. H. Wasik. "Self-instructional training with preschoolers: an attempt to replicate." Journal of Applied Behavior Analysis 18, no. 1 (1985): 61–67. http://dx.doi.org/10.1901/jaba.1985.18-61.

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Endo, George T., Howard N. Sloane, Thomas W. Hawkes, William R. Jenson, and Caven Mcloughlin. "Reducing Child Tantrums through Self-instructional Parent Training Materials." School Psychology International 12, no. 1-2 (1991): 95–109. http://dx.doi.org/10.1177/0143034391121008.

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Sloane, Howard N., George T. Endo, Thomas W. Hawkes, and William R. Jenson. "Improving Child Compliance Through Self-Instructional Parent Training Materials." Child & Family Behavior Therapy 12, no. 4 (1991): 39–64. http://dx.doi.org/10.1300/j019v12n04_03.

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Dissertations / Theses on the topic "Self-instructional training"

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Lane, Terry. "An evaluation of a self-instructional marital enrichment training programme." Thesis, McGill University, 1993. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=41120.

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This study is an evaluation of a self-instructional version of the Couples Communication Programme (CCP) in terms of its effect on marital and parent-child communication. Twelve families completed self report measures of marital and family life (the Marital Communication Inventory and the Family Environment Survey). As well an audio tape of a family discussion was rated by observers using the Sequential Analysis of Verbal Interaction. The mothers and fathers in each family then completed the self-instructional CCP over a one month period, following which the same measures were repeated. Fourte
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Umino, Tae. "Foreign language learning with self-instructional television materials : an exploratory study." Thesis, University College London (University of London), 2002. http://discovery.ucl.ac.uk/10020387/.

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This thesis investigates second language (L2) learning with selfinstructional television (SITV) materials. It aims to explore: (1) how SITV materials can contribute to L2 learning; (2) the process of self-instruction involved in the use of SITV materials; and (3) a new methodological approach for investigating the use of SITV materials. The initial literature review considers self-instruction in general and learning involving self-instructional broadcast materials in particular, providing details also of two preliminary studies of Japanese students carried out by the author. The main study was
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van, Delft Sari. "Relationships between maternal self-effiacy, parent training instructional practices and models of parent-professional interaction." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/41968.

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Parental self-efficacy impacts the manner in which a parent interacts with his or her child, as well as child development. Parental self-efficacy can be influenced by a variety of parent and child characteristics, in addition to contextual factors such as socioeconomic status. Parents of children with autism are at risk for lower self-efficacy due to a number of additional influences, including stress, autism severity, and how professional supports are provided. The purpose of this study is to investigate the relationship between maternal self-efficacy in mothers of children with autism and
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Wagner, Rita Schreyer. "Efficacy of self-instructional training in the management of test anxiety: A primary prevention model." W&M ScholarWorks, 1991. https://scholarworks.wm.edu/etd/1539618540.

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The purpose of this study was to evaluate the effectiveness of a program of self-instructional training, presented as part of the regular classroom guidance curriculum, in the reduction of test anxiety and improvement of test performance in third grade children.;The sample consisted of 88 third grade students enrolled in regular education in an elementary school. Intact classes were randomly assigned to treatment and control groups. A nonequivalent control group research design was used. Dependent variables were test anxiety, academic achievement, and test performance and were measured by the
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Williams, Huw W. "Transfer of self-instructional and metacognitive training of communication skills for people who have learning difficulties." Thesis, Bangor University, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.303399.

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Shaughnessy, Mary Katherine. "THE EFFECTS OF VIDEO MODELING ON INSTRUCTIONAL AIDE STAFF BEHAVIOR IN A SELF-CONTAINED HIGH SCHOOL CLASSROOM." OpenSIUC, 2017. https://opensiuc.lib.siu.edu/theses/2263.

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One way for students with disabilities to receive instructional support from someone other than the lead classroom teacher is through paraprofessionals. Paraprofessionals who are not trained properly, however, can negatively impact student success rates. One intervention that has been explored has been the use of video modeling to train staff on various instructional and behavior management strategies. The purpose of this study was to evaluate the effectiveness of using video training to teach paraprofessionals how to implement errorless learning strategies with students. The participants with
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Tincher, Amber. "THE EFFECTS OF BEHAVIOR SKILLS TRAINING ON ACQUISITION OF SELF-INSTRUCTIONAL SKILLS FOR ELEMENTARY STUDENTS WITH INTELLECTUAL DISABILITY." UKnowledge, 2018. https://uknowledge.uky.edu/edsrc_etds/56.

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Research demonstrates that video modeling and visual activity schedules have been effective in teaching students with disabilities a variety of skills. However, the instructional procedures used to teach students to acquire the necessary skills to perform the tasks can take time for the students and the instructors. A behavior skills training package was investigated within a multiple probe design across students to determine if four elementary aged students with intellectual disability, with and without autism spectrum disorder, could acquire self-instructional skills. The dependent variables
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Tai, C. N., and 戴靜妮. "An instructional-design theory guide for producing effective self-learning multimedia programs for training adult learners in the HangSeng Bank." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B29614399.

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Horsch, Rachel M. "Effects of a Computer-based Self-instructional Training Package on Novice Instructors’ Implementation of Discrete Trial Instruction and a Naturalistic Developmental Behavioral Intervention." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804897/.

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Discrete trial instruction (DTI) and naturalistic developmental behavioral interventions (NDBIs) are often incorporated into early intensive behavioral interventions for young children with autism. Recent advances in staff training methods have demonstrated that self-instructional manuals, video models, and computer-based training are effective and efficient ways to improve staff implementation of these teaching strategies however research in this area is limited. The current evaluation assessed the effects of a computer-based training package including self-instructional manuals with embedded
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Shapiro, Marnie Nicole. "Yes You Can: The Effects of a Module to Teach Preference Assessments and Least-to-Most Prompting Procedures." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1468849747.

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Books on the topic "Self-instructional training"

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Lu, Acosta, DOL Academy (U.S.), and United States. Employment Standards Administration. Branch of Training and Development, eds. AIDS: Some workplace basics, self-instructional training : AIDS awareness. DOL Academy and the Branch of Training and Development, Employment Standards Administration, U.S. Dept. of Labor, 1994.

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Gosselin, Koralek Derry, and Pizzolongo Peter J, eds. Caring for preschool children: A supervised, self-instructional training program. Teaching Strategies, 1989.

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Steward, John Francis. Self-instructional training and task content in adults with learning disabilities. University of Manchester, 1995.

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Trister, Dodge Diane. Caring for infants and toddlers: A supervised, self-instructional training program. Teaching Strategies, 1991.

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Vaught, C. Instructional mode and its effect on initial self-contained self-rescuer donning attempts during training. U.S. Dept. of the Interior, Bureau of Mines, 1988.

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Vaught, C. Instructional mode and its effect on initial self-contained self-rescuer donning attempts during training. U.S. Dept. of the Interior, 1988.

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Trister, Dodge Diane, ed. A trainer's guide to Caring for preschool children: A supervised, self-instructional training program. Teaching Strategies, 1990.

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United States. Department of Housing and Urban Development. Fundamentals of property disposition contracting: Learner's guide : a self-instructional course. U.S. Dept. of Housing and Urban Development, 1988.

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Anne, Carswell, ed. A self-instructional programme for the Canadian Occupational Performance Measure: Workbook companion to training video. Canadian Association of Occupational Therapists, 1996.

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Gosselin, Koralek Derry, ed. A trainer's guide to Caring for infants and toddlers: A supervised, self-instructional training program. Teaching Strategies, 1991.

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Book chapters on the topic "Self-instructional training"

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Dunbar, Matt, and Teri D. Melton. "Self-Efficacy and Training of Faculty Who Teach Online." In Self-Efficacy in Instructional Technology Contexts. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-99858-9_2.

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Lin, Hung-Chang, and Yao-Hua Wang. "The Instructional Design of a Web-Based Self-reflective Learning Portfolio for Skill Training." In Lecture Notes in Computer Science. Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-35606-3_45.

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Wright, L. C. "Blueprint for Success: Designing and Implementing the Self-Paced Instructional System for PACS-RIS Training." In Computer Assisted Radiology / Computergestützte Radiologie. Springer Berlin Heidelberg, 1993. http://dx.doi.org/10.1007/978-3-642-49351-5_30.

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Hsiao, Ya Ping, and Kamakshi Rajagopal. "Support Student Integration of Multiple Peer Feedback on Research Writing in Thesis Circles." In The Power of Peer Learning. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-29411-2_3.

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AbstractThe setup of thesis circles at the exit level of undergraduate programs expects students to co-supervise each other’s work and multiple peer feedback is used to replace supervisor formative feedback. Integrating multiple peer feedback requires students to be able to make evaluative judgements by identifying relation patterns among different feedback givers and make a reasoned decision for improving their own work. Unfortunately, most undergraduate students find it difficult to deal with this high degree of multiplicity. Therefore, teachers should support feedback receivers through suff
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Ajithkumar, Usha, and Suresh Chinna. "Teacher Trainee Development and ICT Training." In Innovations in Teacher Development, Personalized Learning, and Upskilling the Workforce. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-5518-0.ch006.

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This study focuses on how training for e-book creation has helped teacher trainees upskill their instructional technology skills. The study assessed the effect of technology training on the teacher trainees' self-efficacy beliefs and perceived use in creating e-books for teaching. The study adopted one group pretest-posttest experimental research design . The study used a quantitative method to collect data from 60 teacher trainees. An adequately structured questionnaire, on perception of the need for technology training before the training and perceived self-efficacy beliefs and usage of e-bo
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Ferguson, Robert J., and Karen Lee Gillock. "Visit 2." In Memory and Attention Adaptation Training. Oxford University Press, 2021. http://dx.doi.org/10.1093/med/9780197521571.003.0003.

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In Visit 2, the clinician sets the frame for homework by following up on assignments from Visit 1 without being punitive about tasks that were not done. Rather, the clinician reinforces progress/successes and brainstorms corrective actions. A review of self-monitoring worksheets should assist in identifying themes in memory and attention failures (e.g., verbal-auditory, visual-attention, recall of written or auditory information, ability to follow instruction) while acknowledging the role of environmental factors and inner physical and emotional states (e.g., anxiety, frustration, fatigue, hun
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Lowe, C. F., and P. J. Higson. "Self-instructional training and cognitive behaviour modification: a behavioural analysis 1." In Applications of Conditioning Theory. Routledge, 2017. http://dx.doi.org/10.4324/9781351273084-8.

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Ferguson, Robert J., and Karen Lee Gillock. "Visit 2." In Memory and Attention Adaptation Training. Oxford University Press, 2021. http://dx.doi.org/10.1093/med/9780197521526.003.0002.

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In Visit 2, the survivor and clinician review homework from Visit 1. Any difficulty in applying compensatory strategies is reviewed and problem-solved. A review of memory and attention problem records is aimed at identifying themes in memory and attention failures (e.g., verbal-auditory, visual-attention, recall of written or auditory information, ability to follow instruction) while acknowledging the role of environmental factors and inner physical and emotional states (e.g., anxiety, frustration, fatigue, hunger, pain, etc.). A review of progressive muscle relaxation sets the stage for learn
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Ferguson, Robert J., and Karen Lee Gillock. "Visit 3." In Memory and Attention Adaptation Training. Oxford University Press, 2021. http://dx.doi.org/10.1093/med/9780197521571.003.0004.

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In this visit, survivors review their practice, their response to quick relaxation, and their overall ability to use relaxation skills in a practical way since the prior visit. They also review their use of self-instructional training, review homework, and discuss any other memory and attention problems they’ve noticed. Visit 3 involves reviewing verbal rehearsal strategies (verbal rehearsal, spaced rehearsal, chunking, and rhymes) and selecting one to focus on. The survivor learns how to identify and challenge thinking that leads to excessive stress or erodes emotional strength and resilience
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Ferguson, Robert J., and Karen Lee Gillock. "Visit 3." In Memory and Attention Adaptation Training. Oxford University Press, 2021. http://dx.doi.org/10.1093/med/9780197521526.003.0003.

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In this visit, survivors review their practice and response to quick relaxation, and their overall ability to use relaxation skills in daily life. They also review their use of self-instructional training, review homework, and discuss any other memory and attention problems they’ve noticed. Visit 3 involves reviewing verbal rehearsal strategies (verbal rehearsal, spaced rehearsal, chunking, and rhymes) and selecting one to focus on. The survivor learns how to identify and challenge thinking that leads to excessive stress or erodes their emotional strength and resilience (use of probability est
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Conference papers on the topic "Self-instructional training"

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Hyodo, Kei, Tomonori Kubota, Satoshi Sato, and Kohei Ogawa. "Self-Instructional Training Interface Using a Speech Bubble That Facilitates Users to Internalize the Automatically Generated Texts." In 2024 IEEE 48th Annual Computers, Software, and Applications Conference (COMPSAC). IEEE, 2024. http://dx.doi.org/10.1109/compsac61105.2024.00334.

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Richiteanunastase, Elenaramona, Camelia Staiculescu, and Corina Cace. "CHANGES IN ADULT INSTRUCTIONAL DESIGN PARADIGM." In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-046.

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Instructional design/ designing training activities for adults is an activity that requires the anticipation of the steps that will be covered in the training process. This includes anticipating the objectives, content, methods, resources and assessment instruments in the context of a training activity. The analysis of the main instructional design models highlights a paradigm shift in the design training activities for the adults through a shift from product-centered design models (centered on the learning outcomes), to process-centered models (centered on the components of the training proce
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Mariappan, Jawaharlal, Angela Shih, Peter G. Schrader, and Robert Elmore. "Scenario-Based Learning and Multimedia in Improving Engineering Education." In ASME 2004 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2004. http://dx.doi.org/10.1115/detc2004-57704.

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Use of multimedia and new technologies has become very common in education and the corporate training industry. Unlike text-on-the-screen (page-turner) instructions, multimedia based interactions involve audio, video, animation and rich graphics. These attributes are very appealing to learners, and have become the predominant approach to deliver self-paced learning material. The use of multimedia and computer-based training has improved web-based as well as computer-based training and instructional delivery tremendously. However, providing an authentic learning experience requires much more th
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Trindade Garcia, Paola, Ana Emília Figueredo de Oliveira, Cadidja Dayane Sousa do Carmo, et al. "TRAINING FOR TEACHERS-AUTHORS OF SELF-INSTRUCTIONAL EDUCATIONAL RESOURCES FOR DISTANCE LEARNING: EXPERIENCE REPORT OF A BRAZILIAN UNIVERSITY." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2616.

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Shih, Hui-Ru, Wei Zheng, Evelyn J. Leggette, and Gordon Skelton. "Enhancing Student Performance by Promoting Self-Regulated Learning." In ASME 2011 International Mechanical Engineering Congress and Exposition. ASMEDC, 2011. http://dx.doi.org/10.1115/imece2011-62446.

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Self-regulated Learning (SRL) focuses on the use of self-evaluation and self-motivation to aid the student in developing the correct habits, techniques, and tools necessary for success in a learning environment. With self-regulated learning, students can evaluate their study and learning strategies. Training programs that promote self-regulated learning have been found to be beneficial for students’ learning. SRL is currently viewed as a vital prerequisite for the successful acquisition of knowledge in school and beyond. However, SRL is not well known and utilized by the Engineering and Techno
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Shih, Hui-Ru, Wei Zheng, Pao-Chiang Yuan, and Richterica Tukiya Ford. "Development of Self Regulation Skills and Academic Self-Efficacy Beliefs." In ASME 2015 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/imece2015-50343.

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In engineering and technology education, increasing concerns about student retention have led educators to pursue possible explanations for students’ academic successes and failures. Educators need to maintain students’ learning interest and motivation and increase their self-efficacy and learning persistence. Self-Regulated Learning (SRL) is a specific form of learning. “Self-regulated” describes a process of taking control of and evaluating one’s own learning and behavior. SRL is guided by meta-cognition, strategic action, and motivation to learn. With SRL, students can evaluate their study
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De Bruyne, Jonas, Laetitia De Leersnijder, Durk Talsma, Jelle Demanet, Jelle Saldien, and Klaas Bombeke. "Random Gazes, Telling Eyes: Exploring Gaze Transition Entropy as a Performance Indicator in Evaluating Instructional Designs." In 15th International Conference on Applied Human Factors and Ergonomics (AHFE 2024). AHFE International, 2024. http://dx.doi.org/10.54941/ahfe1004747.

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This study explores gaze transition entropy (GTE) as an objective performance measure in industrial assembly training. GTE can be defined as a metric of randomness in gaze patterns over time, with low entropy indicating predictable and structured patterns and high entropy indicating unpredictable and irregular patterns. Using mobile eye-tracking glasses, 28 participants completed a cable assembly task while gaze patterns were analyzed across specific areas of interest (AOIs). Preliminary findings from six participants show decreased GTE with increased task familiarity and task experience. Addi
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Scobioala, Ghenadie. "Autoapărarea fizică componentă de bază în pregătirea profesională a viitorilor specialiști în domeniul securității civile și publice." In Congresul Ştiinţific Internaţional "Sport. Olimpism. Sănătate". State University of Physical Education and Sport, Republic of Moldova, 2022. http://dx.doi.org/10.52449/soh22.43.

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The present research addressed the issue of determining the specific characteristics of physical self-defense, directly adapted to the profile of security agent, necessary to implement in the instructional-educational process of students in the field of Civil and Public Security. The gnosiological approach of the professional character of the physical defense of the security agents leads to visions and high-performance perspectives in the field of professional-applicative training of this category of specialists.
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Zlatkin, Audrey, Costas Koufogazos, and Gwen Campbell. "Behavior-based performance optimization in military training environments." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002420.

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The quality of instruction Warfighters receive can substantially influence mission readiness. As such, it is important that military instructors develop and maintain instructional competencies to adequately promote relevant knowledge and skills among trainees. However, unlike K-12 educators, active-duty military instructors are not often provided opportunities for formal instructional training; that is, training on how to teach (Malone, Vogel-Walcutt, Ross, & Phillips, 2014). While their content, domain knowledge, and leadership skills are strong, military instructors lack “expert instruct
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Barbieru, Dragos, Ion Roceanu, Daniel Beligan, and Catalin Radu. "DEVELOPING LEARNING MODULES FOR LMS." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-311.

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The key to understanding the difference between LMS and other computer education terms is to understand the systemic nature of LMS. LMS is the framework that handles all aspects of the learning process. An LMS is the infrastructure that delivers and manages instructional content, identifies and assesses individual and organizational learning or training goals, tracks the progress towards meeting those goals, and collects and presents data for supervising the learning process of organization as a whole.[4] An LMS delivers content but also handles registering for courses, course administration,
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Reports on the topic "Self-instructional training"

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Ali, Syed F., Dutch Guckenberger, Marcia Rossi, and Mayard Williams. Evaluation of Above Real-Time Training and Self-Instructional Strategies for Airmanship Tasks on a Flight Simulator. Defense Technical Information Center, 2000. http://dx.doi.org/10.21236/ada387689.

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2

Rarasati, Niken, and Rezanti Putri Pramana. Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System. Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.

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Abstract:
A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010). In other words, teachers’ engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers’ self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sen
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