Adult learners are one of the progressive groups of learners since they have more life experience than children. There is an excellent possibility that adults get stuck somehow, although the tasks can be motivating to them. Different techniques can be used to motivate adults ( Walker, 2017) . Adult learners require strategic moves which will ensure that their intended goals are achieved appropriately. The motivational strategies thus need to be fully addressed for comprehensive implementation.
The most crucial strategy is the use of relevant learning experiences, which are based on the age group and the interests of the learners. This relates to the learner's relevancy in terms and the importance of the experience associated with the learner. This relates to the materials which can be put into practice whatsoever ( Ruhose et al., 2019 ). This is because the adult learners have a more practical approach in terms of knowledge rather than the extraneous facts and associated theories ( Ruhose et al., 2019 ). Another technique is the facilitation of exploration, where they can construct knowledge. Therefore, infographics are essential to get inspired in the learning and motivate them to learn more.
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One of the motivation methods that I would avoid is humor to trigger the imagination of adult learners. Humor can work for the most demotivated learners, although it has side effects ( Walker, 2017) . There are adult learners who do not have the mood to accept the motivation in the long run, and therefore the strategy may fail to work ( Ruhose et al., 2019 ). Some of the learners may not be interested in the touches of humor, and this can make them have a negative attitude towards the teacher, which may lose the teacher's interest in that direction. It is, therefore, appropriate to apply humor in the event where it is applicable.
References
Ruhose, J., Thomsen, S. L., & Weilage, I. (2019). The benefits of adult learning: Work-related training, social capital, and earnings. Economics of Education review , 72 , 166-186.
Walker, J. (2017). Shame and transformation in the theory and practice of adult learning and education. Journal of transformative education , 15 (4), 357-374.
