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

Henk Schmidt, J Cohen-Schotanus, Henk van der Molen, TA Splinter, JA Bulte, RSG Holdrinet

Research output: Contribution to journalArticleAcademicpeer-review

Original languageUndefined/Unknown
JournalResearch in Higher Education
Publication statusPublished - 2009

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