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, Ted Splinter, J Bulte, R Holdrinet, HJM van Rossum

Research output: Contribution to journalArticleAcademicpeer-review

45 Citations (Scopus)
Original languageEnglish
Pages (from-to)287-300
Number of pages14
JournalResearch in Higher Education
Publication statusPublished - 2010

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