Educators can create a predictable learning environment where there is a balance between difficult and easy task (Coetzee et al. 2008). They can provide instructional support and model the tasks that learners are supposed to complete. Large section of work can be broken into manageable pieces, and can be shared between the educators or different groups in the class. Learners can be encouraged to take control of their learning through participation and decision-making (Coetzee et al. 2008). All of these recommendations are simple teaching strategies that are inherently used in OBE systems, and can be put in place by the educator. They are the implicit skills embedded in your daily curriculum that result in the promotion of intrinsic motivation. Perhaps a more complex strategy is, eliciting specific behaviour from the learners, which leads to the development of intrinsic motivation, through explicit methods.
According to research, there are four general requirements that need to be met in order to change learner behaviour and motivate them to learn; these are attention, relevance, confidence and satisfaction (Keller, 1987). The first requirement is to get the learners attention and keep it. Keeping learner attention presents the greatest challenge: here the key is to ensure that learning tasks are challenging enough. Thereafter the educator needs to ensure that the work presented is relevant to the learners, this