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

*Corresponding author for this work

Research output: Contribution to journal › Article › Academic › peer-review

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Social Sciences