Returning to the question of whether relative experts require less interactivity when they are the learners in the classroom, I wonder if in some ways that isn’t the wrong question. Maybe, “Do experts want to interact differently?” is the better question.
Expertise among participants in a classroom should be honored. It creates an opportunity for knowledge to be co-created rather than just dispensed. This can happen thorough discussion: “What barriers do you see to adopting this strategy?” Or polling: “Do you feel that the form is well-positioned given these market forces?” You’ve got a captive audience of experts. Take advantage of it to learn as much as you can.
Participants who feel their expertise is actively respected and valued will be more engaged.