When adult professionals start learning, they bring a wide range of personal experiences and attitudes. These people are now professionals, spouses, and parents and have a wealth of knowledge based on their experience.

Effective distance learning for adults should adopt, monitor, and benefit from this knowledge and experience. That is why we should use the following experimental techniques for e-learning:

• Discussions, comments, and forums on the topic
• Cases based on real life, their narration, and presentation
• Problem-solving games
• Relive scenarios with variables that they can determine

Such activities allow adult professionals to take advantage of their experience and become more involved in learning.

People do not argue with their data. They are more likely to shift to an opinion with the ideas generated from their own experience or the information available in education. Interactive learning activities should also benefit from the passion of adults to share their knowledge, make their experiences valid, and gain understanding through practical activities. Learning will develop further if we give people a chance to think about, review, and relate to the content and how they can apply it.

So, what are we doing for this strategy?

• When addressing a topic, we print a list of strategies.
• We ask them to submit data and draw conclusions about their meaning.
• We ask them to list ideas that are easily applicable in real life.

It becomes much easier for adults to internalize learning when they create their data and come to their conclusions.

Humor and games include cheer and fun in distance education for adults who do not have much time to devote to themselves among the requirements for their professional development.

Humor can provide a satisfying and entertaining learning experience when used well and wisely. Especially when it comes to learning, covering the "fun" element can help reduce stress and anxiety. The more accommodating a setting is, the more receptive individuals will be to learning.

Our main aim is to create a sense of excitement and unity among the participants, create a competitive environment and a reward system, and explore new ways to include games and creative activities in the content.

If there are no changes in the behavior of people trying to learn something, the learning has not been successful. One of our fundamental laws when designing;

It is "either behavior change or death." The main thing is not to show the change or behavior but to show people that they can do all this. However, it may take time to change the behavior even when the learning is of desired relevance, valuable and interesting.

We must provide people with various opportunities to apply their new knowledge and skills in a real-world setting to change behavior. In other words, you need to create learning environments that offer people the opportunity to practice. This will increase the ability to memorize and apply it on the job. Bringing knowledge to life in risk-free environments allows adult professionals to see how new ideas can work.

In summary, designing adult learning is not like preparing a program for university and high school students. They have different needs and different thinking structures. Knowing the above concepts about how adults learn can make e-trainings more successful.

We are seeing more customers who tend to produce their e-learning content themselves. Due to the costs, institutions are starting to do these works within their own structures. From a cost point of view, they may be right. However, given the above principles, how healthy do you think it can be for these people to prepare themselves for e-learning in a busy working environment?