No abstract

Purpose NoSQL databases do not require a default schema associated with the data. Even that, they are categorized by data models. A model associated with the data can promote better strategies for persistence and manipulation of data in the target database. Based on this motivation, the purpose of this paper is to present an approach for logical design of NoSQL document databases that consists a process that converts a conceptual modeling into efficient logical representations for a NoSQL document database. The authors also evaluate their approach and demonstrate that the generated NoSQL logical structures reduce the amount of data items accessed by queries. Design/methodology/approach This paper presents an approach for logical design of NoSQL document database schemas based on a conceptual schema. The authors generate compact and redundancy-free schemas and define appropriate representations in a NoSQL document logical model. The estimated volume of data and workload information can be considered to generate optimized NoSQL document structures. Findings This approach was evaluated through a case study with an experimental evaluation in the e-commerce application domain. The results demonstrate that the authors’ workload-based conversion process improves query performance on NoSQL documents by reducing the number of database accesses. Originality/value Unlike related work, the reported approach covers all typical conceptual constructs, details a conversion process between conceptual schemas and logical representations for NoSQL document database category and, additionally, considers the estimated database workload to perform optimizations in the logical structure. An experimental evaluation shows that the proposed approach is promising.

The process of integrating an international, intercultural, and global dimension into the purpose, functions or delivery of education defines the Internationalization of Higher Education (IoHE). Due to lack of resources for education, internationalization at home (IaH) has gained popularity. Internationalization of Higher Education involving Information and Communication Technology (ICT) opens opportunities for innovative learning approaches across nations and cultures. The purpose of this paper is to analyze the scientific publications of recent years on digital learning platforms related to IoHE. For this, a descriptive exploratory research was conducted based on an integrative literature review. Analysis of this field shows that e-learning platforms have boosted online and distance learning and diversified the IoHE landscape. Collaborative Online International Learning (COIL) programs emerge as part of IaH and reflect the growing link between ICTs, social media, and internationalization. The concept of virtual internationalization can be used as a conceptual framework to promote IoHE.

Information quality (IQ) is a multidisciplinary area that can be understood as a measure of the value that information provides to its consumer. In order to obtain it, in the learning ecosystem, it is necessary to take into account the increasingly important role of learning platforms (LP). The purpose of this article was to analyze the IQ impact on LP. For this, an integrative literature review was conducted. Analysis of this field shows that IQ has a significant impact on LP, as it increases user satisfaction, favors the use, positively influences the intention of continuity and is an essential factor for the mobile learning acceptance.

O objetivo do estudo foi verificar se as variáveis expectativas acadêmicas, satisfação com a experiência acadêmica, maturidade para a escolha profissional e habilidades sociais (HS) explicam a variável critério adaptação acadêmica. Participaram 212 universitários de primeiro ano do curso de Psicologia. Utilizou-se os seguintes instrumentos: Questionário de Vivências Acadêmicas (QVA-r), Escala de Expectativas Acadêmicas de Estudantes Ingressantes na Educação Superior (EEAEIES), Escala de Satisfação com a Experiência Acadêmica (ESEA), Inventário de Habilidades Sociais (IHS) e Escala de Maturidade para Escolha Profissional (EMEP). Utilizou-se para a análise dos dados a Regressão Linear Múltipla. Constatou-se que as expectativas acadêmicas, a satisfação com a experiência acadêmica e as HS impactaram positivamente nas vivências acadêmicas. Houve impacto positivo dos fatores Curso da ESEA e Autoconhecimento da EMEP e impacto negativo do fator Determinação. O presente estudo contribuiu principalmente mostrando a importância do comportamento das variáveis do modelo testado. Por ser a adaptação acadêmica um construto multideterminado, os resultados alcançados podem apontar para ações de intervenções no acolhimento de universitários ingressantes, considerando aspectos como autoconhecimento, determinação, expectativas acadêmicas, conhecimento da realidade e satisfação com a graduação.