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Pedagogical Dilemma: Adults in Classrooms, a Plea for a Suitable Pedagogy in Business Education

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Title: Pedagogical Dilemma: Adults in Classrooms, a Plea for a Suitable Pedagogy in Business Education
Language: English
Authors: Hassan Hussein
Source: American Association for Adult and Continuing Education. 2025.
Availability: American Association for Adult and Continuing Education. 10111 Martin Luther King Junior Highway Suite 200C, Bowie, MD 20720. Tel: 301-459-6261; Fax: 301-459-6241; e-mail: office@aaace.org; e-mail: aaace10@aol.com; Web site: http://www.aaace.org
Peer Reviewed: Y
Page Count: 6
Publication Date: 2025
Document Type: Speeches/Meeting Papers
Reports - Research
Education Level: Adult Education
Higher Education
Postsecondary Education
Descriptors: Adult Students, Business Education, Andragogy, Instruction, Mixed Age Grouping, Undergraduate Students, Learner Engagement, Student Satisfaction
Abstract: Age-diverse classrooms in higher education--where traditional students aged 18-22 learn alongside adult learners aged 25 and older--create instructional challenges stemming from distinct developmental, motivational, and experiential profiles. Although pedagogy and andragogy offer complementary approaches, business education research provides limited evidence on how blended instructional designs affect engagement and satisfaction across these learning groups. This gap is particularly relevant in business strategy courses that rely on collaboration, case analysis, and active participation. This study employs Design-Based Research (DBR) to iteratively develop and evaluate an integrated pedagogical-andragogical model aimed at promoting equitable engagement for both learner profiles. Findings will inform theory and practice by identifying effective strategies for inclusive instruction in mixed-age business classrooms. [For the full proceedings, see ED680798.]
Abstractor: As Provided
Entry Date: 2026
Accession Number: ED680813
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED680813
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  Data: Pedagogical Dilemma: Adults in Classrooms, a Plea for a Suitable Pedagogy in Business Education
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  Data: American Association for Adult and Continuing Education. 10111 Martin Luther King Junior Highway Suite 200C, Bowie, MD 20720. Tel: 301-459-6261; Fax: 301-459-6241; e-mail: office@aaace.org; e-mail: aaace10@aol.com; Web site: http://www.aaace.org
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  Data: 6
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  Label: Publication Date
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  Data: 2025
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  Data: Speeches/Meeting Papers<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Adult+Education%22">Adult Education</searchLink><br /><searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Adult+Students%22">Adult Students</searchLink><br /><searchLink fieldCode="DE" term="%22Business+Education%22">Business Education</searchLink><br /><searchLink fieldCode="DE" term="%22Andragogy%22">Andragogy</searchLink><br /><searchLink fieldCode="DE" term="%22Instruction%22">Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Mixed+Age+Grouping%22">Mixed Age Grouping</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Satisfaction%22">Student Satisfaction</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: Age-diverse classrooms in higher education--where traditional students aged 18-22 learn alongside adult learners aged 25 and older--create instructional challenges stemming from distinct developmental, motivational, and experiential profiles. Although pedagogy and andragogy offer complementary approaches, business education research provides limited evidence on how blended instructional designs affect engagement and satisfaction across these learning groups. This gap is particularly relevant in business strategy courses that rely on collaboration, case analysis, and active participation. This study employs Design-Based Research (DBR) to iteratively develop and evaluate an integrated pedagogical-andragogical model aimed at promoting equitable engagement for both learner profiles. Findings will inform theory and practice by identifying effective strategies for inclusive instruction in mixed-age business classrooms. [For the full proceedings, see ED680798.]
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      – Text: English
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        PageCount: 6
    Subjects:
      – SubjectFull: Adult Students
        Type: general
      – SubjectFull: Business Education
        Type: general
      – SubjectFull: Andragogy
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      – SubjectFull: Instruction
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      – SubjectFull: Mixed Age Grouping
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      – SubjectFull: Undergraduate Students
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      – SubjectFull: Learner Engagement
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      – SubjectFull: Student Satisfaction
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      – TitleFull: Pedagogical Dilemma: Adults in Classrooms, a Plea for a Suitable Pedagogy in Business Education
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              Y: 2025
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            – TitleFull: American Association for Adult and Continuing Education
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