In the ever-evolving automotive sector, the debate between face-to-face and virtual training has only intensified over recent years. The pandemic accelerated digital delivery, and powerful tools such as AI, virtual classrooms and remote assessment have kept skills moving forward, but as workshops grapple with new challenges such as ADAS calibration, EV safety and increasingly complex estimates, the real question is: which method reliably improves competence, confidence and cycle time?
First, the case for online training as a whole…
There’s no denying the scale of the digital shift, especially since the first UK lockdown.
In fact, the Institute of the Motor Industry (IMI) recorded a 60% uplift in e-learning courses between 23rd March – 10th June 2020, compared with the same period the previous year, and since then, the once forced widespread adoption of online learning has become a normalised and essential part of the educational landscape, according to the Oxford Learning College.
Why online learning has remained as such, is due to a combination of very positive factors, such as:
- The ability to offer flexible scheduling and self-paced options for users; which are highly valued by students and professionals with busy lives
- Instant access to new features and regulatory updates; which removes any downtime or delays in accessing training resources
- Workflow orientation and light-touch refreshers; which allows learners to complete sessions when shifts and ramp time allow
- Consistent delivery of content across dispersed teams; which ensures everyone receives the same information, regardless of location
- Easy progress tracking and reporting; which allows managers to monitor completion rates and identify skill gaps more efficiently
- Scalable training capacity; which enables organisations to roll out training to large groups simultaneously without the logistical challenges of classroom scheduling
- And of course, lower travel and accommodation costs; which makes training more cost-effective for both organisations and individuals
However, while the benefits of online training are indeed many, the evidence is in fact nuanced, as rapid reviews from Transforming Access and Students Outcomes in Higher Education (TASO) during COVID-19 revealed mixed outcomes for fully online teaching, flagging that yes, it was effective for access and flexibility, but actually produced weaker results when it replaced in-person instruction entirely, especially for learners needing more support.
Preference-wise, recent Jisc insights show that digital learning is now embedded and widely rated as good or better by UK higher-education students, yet most users still value a blend of some online, some on site. In other words, learners do appreciate digital options, but don’t want to lose the human, hands-on component.
Where face-to-face still wins
For practical, safety-critical skills, being in the room matters, and when it comes to specific industries such as automotive, the Health and Safety Executive (HSE) is explicit: additional skills and training are necessary.
For example, electric vehicle (EV) and advanced driver assistance systems (ADAS) keep raising the bar for competence, so much so that IMI’s TechSafe data shows a rising number of UK technicians qualified to work on EVs, though forecasts still point to a persistent skills gap as the parc electrifies, putting a premium on training that proves not just knowledge, but safe, correct practice.
What’s more, AM Online reports trade bodies and industry have been warning since the pandemic, to not let the rush to remote learning jeopardise practical training capacity, and have been enforcing the need for both.
In reality, this is a very fair argument, as when it comes to working safely on electric and hybrid vehicles, competency requirements do vary by task, such as:
- High-voltage battery handling and disconnection; which requires close supervision and hands-on assessment to ensure technicians can apply correct isolation procedures
- ADAS calibration and sensor alignment; which demands physical interaction with specialist equipment to achieve millimetre-level accuracy that cannot be replicated virtually
- Welding and structural repair on modern lightweight materials; which call for in-person instruction to guarantee both safety and manufacturer compliance
- The use of lifting equipment and workshop machinery; which needs direct observation to confirm safe practice and reduce accident risks
- And first aid and fire safety training in garages; which must be demonstrated and assessed live, as simulated modules cannot fully replicate real-world emergency response
All of which is difficult to validate through slides alone.
Prioritising face-to-face
These necessities for face-to-face align with what we see and focus on at GT Motive, as we deliver specific training which ensures that when technicians sit shoulder-to-shoulder with our instructors, they don’t just hear what to do, they practise how to do it, on their own laptops, in their own workflows, with real-world scenarios.
As one delegate recently commented, “the training exercises let me use what I was learning in practice and are great for understanding,” and another summed up the day’s value as “going through it on the laptop, not just watching.”
We also find that through our face-to-face sessions, we’re able to build learner confidence quickly, and often hear feedback such as “I’m a new user and the course made me confident to go ahead and use the system,” and “no question was too silly – everything was stripped back to simple and catered for all,” resulting in a new found confidence which translates into fewer errors, fewer reworks and faster authorisations back at base.
And there’s a relationship dimension here too, as when our instructors are face-to-face with learners, they can read the room, spot uncertainty and coach in the moment. This is something that’s picked up on from our delegates, commenting that “course delivery is tailored to all levels of understanding,” with another telling us that “I’m not a very confident person and they put me at ease and were very patient with me.” Even the “bad jokes” are a common mention, because rapport helps people ask the real questions and create an easy, calm atmosphere.
But crucially, our hands-on training helps to accelerate “little things” that have big operational impacts, such as “discovering simple, quick buttons to make the process faster,” “shortcuts to do parts quicker,” and “selecting the correct icons to reduce clicking.”
One estimator even noted that “I amended estimates my colleagues had created and now feel confident I can create estimates myself” – evidence of clear, learned productivity you can measure in key-to-key time.
So, what type of training actually works best?
The weight of UK evidence and workshop experience points to a hybrid model; using online to deliver consistent theory and updates at scale, and face-to-face to build muscle memory, validate safe methods and iron out workflow friction in context.
This is mirrored in broader research, such as that by Springer Nature which agrees with the fact that online can match outcomes for certain knowledge objectives, and practical competence and integrity checks benefit from live, coached application.
But it also respects how teams learn, as some delegates will thrive in self-paced modules whereas others may need the structure of a classroom. Because of this, an approach of sequencing could be the ideal strategy, offering online theory first, followed by supervised practice in person, and on-the-job reinforcement such as micro-learning, tips and follow-ups on the ground.
That’s why at GT Motive, we design our training to combine:
- Targeted e-learning tutorials for new features, regulations and core navigation; which is ideal for onboarding refreshers and dispersed teams
- Immersive, instructor-led workshops; where delegates work in their own GT Motive environment, with real scenarios and one-to-one coaching
- Practical accelerators; where we cover the tips, shortcuts and icons that shave minutes off every job and reduce rekeys
- And follow-up support to keep skills sticky
It works incredibly well, so much so that we find our most common post-course comments to be around clarity, pace and applicability, such as “the course was easy to follow, very informative, friendly and well-structured,” “it helped me navigate the system and build a quote,” “answered every question with real-world examples,” and was delivered by “knowledgeable instructors with actual industry experience.”
And so, here at GT Motive, we’ll continue to offer training which resonates with leaners quicker, better and easier. After all, as one delegate told us after a recent session, “I came in knowing some things about GT – now I’m taking a lot back to my branch,” and that’s what, to us, makes it all worthwhile.
Are you ready to upskill your team? Talk to us about the right blend of online and in-person GT Motive training for your network, or book directly onto our next face-to-face session here.