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 journal › Article › Academic › peer-review

45 Citations (Scopus)

Original language	English
Pages (from-to)	287-300
Number of pages	14
Journal	Research in Higher Education
Volume	60
Publication status	Published - 2010

Cite this

@article{e13d45deff324113b991f5d28a3e967e,

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 Ted Splinter and J Bulte and R Holdrinet and {van Rossum}, HJM",

year = "2010",

language = "English",

volume = "60",

pages = "287--300",

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, Ted

AU - Bulte, J

AU - Holdrinet, R

AU - van Rossum, HJM

PY - 2010

Y1 - 2010

M3 - Article

SN - 0361-0365

VL - 60

SP - 287

EP - 300

JO - Research in Higher Education

JF - Research in Higher Education

ER -