Perceived Innovative Teaching Procedures in Higher Education From Students' Perspectives From a Sentiment Analysis Approach

Perceived Innovative Teaching Procedures in Higher Education From Students' Perspectives From a Sentiment Analysis Approach

Ernesto D'Avanzo (University of Salerno, Italy), Miltiadis Demetrios Lytras (American College of Greece, Greece), Jose Picatoste (Universidad Autónoma de Madrid, Spain), Isabel Novo-Corti (Universidade da Coruña, Spain) and Paola Adinolfi (University of Salerno, Italy)
Copyright: © 2018 |Pages: 22
DOI: 10.4018/978-1-5225-4191-2.ch007


In the fourth revolution era talking innovation is not only necessary for improving and forwarding all social and economic activities, but also is it an exigence of those who are demanding high-quality goods or services. This is important for knowledge services, and becomes a core issue for educative issues designed for the millennials or digital natives. Sometimes, these exigencies are no shown directly, but it is possible assessing them by means of the analysis of sentiments, which reflects a range of feelings which are not clearly verbalized and even self-recognized. This paper analyzes sentiments for assessing the importance of innovative procedures in higher education, from the point of view of the students. A prototype architecture – LADEL (Learning Analytics Dashboard for E-Learning) - is introduced, for dealing with the diverse e-learning domains. Some experiments are conducted. This demonstrated the necessity of innovative procedures in higher education, since it is a widespread, multidisciplinary and transversal demand, even it is not always explicit.
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1. Sentiments And Innovative Frameworks In Higher Education: The Erasmus Students Influences In Cities And Vice Versa

According the “El Pais” (the most relevant Spanish newspaper in the country which is higher receptor of Erasmus Studients: Spain), states on May, 27th, 2007, that the Erasmus program has been, first and foremost, the most notable marketing exercise of that idea called 'Europe' in the last 30 years, undoubtedly the greatest illusion (in the sense of 'hope' and also of 'artifice') The now battered Union is able to offer its citizens. If nobody remembers the European Constitution and many doubt the solvency and intentions of the Monetary Union, everyone praises the benefits of Erasmus mobility. This is particularly clear for countries like Spain, which is the most important receptor of Erasmus students.

It is commonly known that the Erasmus program surpasses the academic environments where young people develop their university learning activity. This European program has served to change the lives of those who are involved in it. In addition, the life of these young people in other European cities during one or two semesters of their studies of degree, takes place in a moment of full personal boil, where the feelings are intense and, often, in evolution.

The Erasmus program is innovative in itself, however, it is necessary to disregard two fundamental aspects:

On the one hand, Erasmus are represented as the embodiment of the European project, successful polyglots whose transnational experiences would have served to refine and enhance their professional competences within the framework of that ideal, competitive and sophisticated Europe.

On the other hand, some forums talk about their stays with a certain disdain (and some envy), pointing out their tendency to participate in all kinds of parties and unrest, including high doses of alcohol and sex, which would result in the dilapidation of the time of Dedication to class and study.

Then, the innovative procedure of this program, which is now thirty years old and has been supporting more than 4.4 million students, is not only on mobility, but also in the conformance of new teaching environments and new urban geographies.

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