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

Henk G. Schmidt, Janke Cohen-Schotanus, Henk T. van der Molen, Ted A. W. Splinter, Jan Bulte, Rob Holdrinet, Herman J. M. van Rossum

Research output: Contribution to journalArticleAcademicpeer-review

Original languageEnglish
Pages (from-to)287-300
JournalHigher Education
Volume60
Issue number3
DOIs
Publication statusPublished - Sep 2010

Keywords

  • Curriculum
  • Active learning
  • Lectures
  • Time for self-study
  • Graduation rate
  • Study duration

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