Learning more by being taught less: a "time-for-self-study" theory explaining curricular effects on graduation rate and study duration

H.G. Schmidt, J. Cohen-Schotanus, H.T. van der Molen, T.A.W. Splinter, J. Bulte, R. Holdrinet, H.J.M. van Rossum

Research output: Contribution to journalArticleAcademicpeer-review

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Original languageUndefined/Unknown
Pages (from-to)287-300
Number of pages13
JournalHigher Education
Volume60
Issue number3
DOIs
Publication statusPublished - 2010

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Schmidt, H. G., Cohen-Schotanus, J., van der Molen, H. T., Splinter, T. A. W., Bulte, J., Holdrinet, R., & van Rossum, H. J. M. (2010). Learning more by being taught less: a "time-for-self-study" theory explaining curricular effects on graduation rate and study duration. Higher Education, 60(3), 287-300. https://doi.org/10.1007/s10734-009-9300-3