When adult professionals embark on a learning journey, they bring with them a wealth of personal experiences and attitudes. These individuals are professionals, peers, parents, and possess a wealth of knowledge based on their experiences.

Effective remote training designed for adults should embrace, observe, and leverage this knowledge and experience. Therefore, the following experiential techniques must be incorporated into e-learning:

• Discussions: Encourage comments and relevant forums.
• Real-life cases presented through storytelling.
• Problem-solving games.
• Re-enact scenarios with variables they can determine.

Such activities enable adult professionals to draw from their past experiences and engage more deeply in the learning process.

Individuals do not engage with data in isolation; they are more likely to align with an opinion when it is based on their own experiences or the information presented to them in education. Interactive learning endeavors should also capitalize on adults' desire to share their knowledge, validate their experiences, and acquire knowledge through practical activities. Learning will be greatly enhanced when we provide individuals with the chance to contemplate the content, review it, relate to it, and consider how to apply it.

So, what do we do for this strategy?

• We encourage them to create lists of strategies when addressing a topic.
• We prompt them to present data and draw conclusions about their meanings.
• We ask them to compile lists of ideas that can be easily applied in real life.

When adults generate their own data and reach their own conclusions, learning becomes much more internalized.

Humor and games bring joy and entertainment to distance learning for adults who may not have much time to spare for their professional development among their obligations.

When we talk about humor, we've explored this topic before; don't think of it as something silly. Humor, when used wisely and intelligently, can provide a satisfying and enjoyable learning experience. Especially when it comes to learning, incorporating the "fun" element can help reduce stress and anxiety. The more comfortable the environment, the more open people will be to learning.

Creating excitement and a sense of community among participants, establishing a competitive atmosphere, and implementing a reward system, as well as exploring new ways to incorporate games and creative activities into the content, is our main focus, and it should be yours too if you want to enhance the learning experience.

If individuals trying to learn something do not exhibit any changes in their behavior, it means that learning has not been successful. One of our fundamental principles when designing is:

"It's either a change in behavior or death." The essence is not just to demonstrate change or behavior but to show individuals that they can do it too. However, even when learning is appropriately structured, beneficial, and engaging, changing behavior can take time.

To change behavior, we must provide individuals with various opportunities to apply their new knowledge and skills in the learning environment. In other words, you need to create learning environments that offer opportunities for practice. This will enhance retention and the ability to apply what is learned on the job. Implementing knowledge in low-risk environments allows adult professionals to see how new ideas can work.

In summary, designing learning for adults is not the same as preparing programs for university and high school students. Adults have different needs and thinking patterns. Understanding the concepts mentioned above about how adults learn can lead to more successful e-learning.

We observe an increasing trend among clients who are inclined to create their own e-learning programs. From a cost perspective, they may have valid reasons. However, considering the principles mentioned above, how effective do you think it is for these individuals to prepare e-learning materials on their own in a busy working environment?