How to compare training methods in English (B2 upper-intermediate): synchronous, asynchronous, case method and a progress check

To recommend training at work, start with what people must be able to do, then choose methods that fit the task and the time available: “We recommend asynchronous preparation followed by a synchronous case discussion and an individual practical task.” Compare preferences without turning them into fixed types, and check real performance, not a certificate. This B2 (upper intermediate) topic is for team leads, trainers and anyone who chooses courses or explains how they learn best. Ten minutes a day is enough.

Who this is for

Team leads and trainers who plan onboarding or software training for people on different shifts or in different time zones.
Professionals choosing between an MBA, executive education or a programme their company designs, who must explain the choice to a manager.
Anyone asked in a meeting or appraisal how they learn best and what would really help them improve one skill.
Too early: if giving reasons for a simple team plan still feels hard, start with agreeing how a team shares a workspace at B1.
Too easy: if you already write reasoned recommendations with ease, move on to following up a product proposal with clear evidence and pilot limits.

Open the sample pages

Word cards

case method

learning by examining and discussing a specific situation and the decisions involved

The case method lets us compare two responses to a missed delivery.

critical thinking

carefully examining reasons, evidence and assumptions before reaching a judgement

Critical thinking helps us ask whether a completed course proves someone can do the job.

synchronous

happening at the same time; learners and teacher can interact live

The two shifts have one synchronous practice session on Tuesday.

asynchronous

happening at different times; participants do not all need to be present together

An asynchronous demonstration lets night staff study before their shift.

tutorial

a focused meeting with a tutor, individually or in a small group

Owen uses a short tutorial to discuss the step he still finds difficult.

getting your hands dirty

becoming directly involved in practical work rather than only discussing it

For this software course, getting your hands dirty means practising on a safe training account.

Conversation

Maya The goal is to handle incomplete requests, not just finish the demonstration.

Owen Then let us use asynchronous preparation. The shifts cannot meet at the same time every day.

Maya Agreed. Each person can watch a short section and write down one decision they are unsure about.

Owen On Tuesday, pairs can use the case method. Give everyone a turn before an open discussion.

Maya After that, each dispatcher should try a new request in the training account. That is where getting your hands dirty matters.

Owen And the tutorial hour?

Maya Use six ten-minute appointments for people who need focused feedback. We can rotate the appointments next week.

Owen Good. We will check an unfamiliar practical task, rather than treat the certificate as proof of competence.

More practice

People, courses and texts

working with other people

learning through shared tasks and discussion

Two dispatchers compare how they would answer the same request.

working on my own

studying or practising independently

I study the basic controls on my own before asking questions.

learning in tutorials

getting focused guidance from a tutor

A tutorial helps me understand the mistake in my explanation.

learning in online courses

using a structured course delivered through the internet

The online course combines demonstrations with a weekly live question session.

learning by reading

learning from written explanations, examples or accounts

I read the short guide when I need to check an unfamiliar label.

Listen, record, practise and reflect

learning by listening

learning from spoken explanations, lectures or podcasts

I listen to a short expert discussion and note one useful question.

writing things down

recording ideas to organise, remember or examine them

Writing the steps down helps me notice a missing decision.

doing a practical task

learning while carrying out an activity

I practise a difficult handover in the training system.

repeating an activity

practising again to make a skill more accurate or fluent

I repeat the introduction until I can say it clearly without reading.

learning through cases

comparing decisions in a specific situation

A case about a late customer request shows why one answer does not fit every situation.

Read the Keystone learning problem

Maya and Owen take notes in a training room prepared for the Keystone sessions.

Keystone Dispatch is replacing its booking system. Twelve dispatchers work on two shifts. Everyone can open a recorded demonstration, but only Tuesday offers a thirty-minute overlap when both shifts can meet. The trainer has one hour a week for individual help.

The difficult part is not finding the buttons. Dispatchers must decide what to do when a customer leaves out an address or asks for a service the company does not offer. The supplier proposes a long lecture followed by a completion certificate. Maya wants staff to compare realistic cases and practise explaining their decisions. Owen worries that confident speakers will dominate the live session.

The team needs a plan that gives everyone preparation time, a practical attempt and a chance to ask for help. The budget covers four weeks. A successful learner should handle an unfamiliar request clearly; watching every video is only preparation.

Compare three learning needs

Read a developed comparison

Our learning discussion showed that the task matters more than choosing one method for everything. For English, Maya values a partner because she needs to respond without preparing every sentence. Owen prefers to read a short text first, then discuss it in a tutorial. Both want time to notice and correct recurring mistakes.

For the booking system, we recommend asynchronous preparation followed by a synchronous case discussion and an individual practical task. Writing down an uncertain decision will give the tutor a useful starting point. For a hobby such as playing an instrument, regular repetition may help, but listening and feedback still matter.

We do not claim that these preferences are fixed learning types. After two weeks, each person should try an unfamiliar task and describe what helped. We can then keep useful methods and change those that do not support the goal.

Organise the comparison

Write and share the plan

Learn this unit

How would you like to learn?

Have an account?

A free account opens one unit for good.

Choose by goal, not prestige

A ranking or famous name says little about whether a course fits you. Define the goal as a task, then compare aims, entry requirements and schedule. An MBA, executive education for experienced managers and a custom programme built around one company suit different goals.

“The core of the training is deciding what to do when information is missing.”
“This course will arm new staff with a way to check unclear requests.”

Listen: a training mix for two shifts

Two colleagues plan training on a new booking system for two shifts that can meet together only once a week.

Listen: what does each person do before Tuesday, and what will prove competence? (Watch a short section and note one decision they are unsure about; handling an unfamiliar practical task.)

Maya The goal is to handle incomplete requests, not just finish the demonstration.

Owen Then let us use asynchronous preparation. The shifts cannot meet at the same time every day.

Maya Agreed. Each person can watch a short section and write down one decision they are unsure about.

Owen On Tuesday, pairs can use the case method. Give everyone a turn before an open discussion.

Maya After that, each dispatcher should try a new request in the training account. That is where getting your hands dirty matters.

Owen Good. We will check an unfamiliar practical task, rather than treat the certificate as proof of competence.

Six terms for how people learn

Synchronous and asynchronous describe time, not technology: a video call is synchronous, a recorded demonstration is asynchronous.

Synchronous: everyone takes part at the same time.
Asynchronous: people study at different times. “An asynchronous demonstration lets night staff study before their shift.”
Tutorial: a focused meeting with a tutor, alone or in a small group (in software, also a how-to guide).
Case method: discussing the decisions in one specific situation. “The case method lets us compare two responses to a missed delivery.”
Critical thinking: testing reasons, evidence and assumptions.
Getting your hands dirty: doing the practical work yourself.

Compare preferences, don’t label people

Hold two ideas in one sentence with whereas, while or both. Say “prefer A to B”; “than” goes with “would rather”. Present preferences as choices for a task: there is little good evidence that matching teaching to labels such as “visual learner” improves results.

“Whereas I like to read a short text first, my colleague prefers to practise with a partner.”
“I prefer practising with a partner to watching a long lecture.”
“I’d rather try the task myself than listen to another explanation.”

Recommend a method mix and a progress check

Give each method a job and an order: “followed by” links the steps, “so that” gives the purpose. After “recommend”, use a noun, -ing or a that-clause with the base verb. Finishing a course shows attendance; handling an unfamiliar task shows competence. Discuss: what would count as evidence in your job?

“We recommend that each person write down one decision they are unsure about.”
“Pairs go first so that quieter colleagues get a turn.”
“After two weeks, each person should try an unfamiliar task and describe what helped.”

Learn this unit your way

A 130–170-word summary in three moves

Use three moves and at least four precise terms, then say the recommendation aloud.

Compare: one difference and one shared aim.
Recommend: the work skill, the method mix and a reason for each step.
Check: when people will try an unfamiliar task, and what you will keep or change.

Common mistakes

Watch for these:

“We recommend to use videos.” Say “We recommend using videos.”
“I prefer reading than listening.” Use “to”, or “I’d rather read than listen.”
“We ran three trainings.” “Training” is usually uncountable: “three training sessions”.
“The certificate proves she can do the job.” It proves completion; test a real task.

A 10-minute daily practice routine

Pick one skill you need this month.

2 minutes: say the goal as a task: “The goal is to …, not just …”.
3 minutes: compare how you and a colleague learn in three sentences.
3 minutes: draft the method mix and the progress check.
2 minutes: repeat the dialogue line by line, then say your own plan aloud.

What comes next

Next: following up a product proposal with clear evidence and limits for a pilot.

Frequently asked questions

What is the difference between synchronous and asynchronous learning?

Synchronous learning happens at the same time for everyone, as in a live class. Asynchronous learning lets people study at different times, for example with recorded videos. Many workplace plans combine both.

How do you recommend a training method in English?

Use “recommend + -ing” or “recommend that + subject + base verb”: “We recommend that new staff practise on a training account.” Then give a reason and a progress check.

What does “getting your hands dirty” mean at work?

Doing the practical work yourself, not just watching or discussing it. It is informal: “In week one, everyone gets their hands dirty on the new system.”