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 journal › Article › Academic › peer-review

Original language	Undefined/Unknown
Journal	Research in Higher Education
Publication status	Published - 2009

Cite this

@article{ab7d498b6c2644d99fb9452ddc13cea4,

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

author = "Henk Schmidt and J Cohen-Schotanus and {van der Molen}, Henk and TA Splinter and JA Bulte and RSG Holdrinet",

year = "2009",

language = "Undefined/Unknown",

journal = "Research in Higher Education",

issn = "0361-0365",

publisher = "Springer Netherlands",

}

TY - JOUR

T1 - Learning more by being taught less: A 'time-for-self-study' theory explaining curricular effects on graduation rate and study duration

AU - Schmidt, Henk

AU - Cohen-Schotanus, J

AU - van der Molen, Henk

AU - Splinter, TA

AU - Bulte, JA

AU - Holdrinet, RSG

PY - 2009

Y1 - 2009

M3 - Article

JO - Research in Higher Education

JF - Research in Higher Education

SN - 0361-0365

ER -