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

Higher Education

Volumn 60, Issue 3, 2010, Pages 287-300

  Schmidt, Henk G ^a   Cohen Schotanus, Janke ^b   van der Molen, Henk T ^a   Splinter, Ted A W ^a   Bulte, Jan ^c   Holdrinet, Rob ^c   van Rossum, Herman J M ^d  

^a ERASMUS UNIVERSITY ROTTERDAM   (Netherlands)

^b UNIVERSITY OF GRONINGEN   (Netherlands)

^c RADBOUD UNIVERSITY NIJMEGEN   (Netherlands)

^d VU UNIVERSITY AMSTERDAM   (Netherlands)

Author keywords

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

Indexed keywords

EID: 77955305477     PISSN: 00181560     EISSN: None     Source Type: Journal    
DOI: 10.1007/s10734-009-9300-3     Document Type: Article

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