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

Author： Schmidt Henk   Cohen-Schotanus Janke   Molen Henk   Splinter Ted   Bulte Jan   Holdrinet Rob   Rossum Herman  

Publisher： Springer Publishing Company

ISSN： 0018-1560

Source： Higher Education, Vol.60, Iss.3, 2010-09, pp. : 287-300

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