Kajian penerokaan ini bertujuan untuk mengenalpasti jenis dan tingkahlaku yang berkaitan dengan buli siber dalam kalangan pelajar institusi pengajian tinggi. Kajian survei ke atas 134 pelajar Universiti Malaysia Terengganu dijalankan dengan menggunakan soal selidik buli siber bagi mendapatkan maklumat berkaitan tingkahlaku buli siber. Kajian mendapati buli siber ini berlaku dalam kalangan responden pada tahap yang sederhana. Dapatan kajian juga dapat mengenalpasti samada responden merupakan mangsa buli atau pun pembuli siber. Kajian ini memberi implikasi bahawa buli siber kini merupakan isu global yang bukan sahaja berlaku di kebanyakan negara di dunia malah ia turut berlaku di Malaysia khususnya dalam kalangan pelajar universiti. Turut dibincangkan juga kaedah pencegahan serta cadangan program intervensi bagi menangani permasalahan buli siber dalam kalangan pelajar.
Children form an essential component of a society. The role of children has been acknowledged key to the survival, development as well as prosperity of that society. A child’s development stage is the most crucial and warrants serious attention from parents and teachers in order to assure their growth into mature adults, who are able to contribute to the society. One of the factors that may hamper their growth is child abuse. There are basically five main forms of child abuse known to take place in Malaysia namely physical abuse, sexual abuse, emotional abuse, neglect as well as abandonment. These forms of abuse have been given legal attention and recognition except emotional or psychological abuse. One common type of emotional abuse is verbal abuse, which is a form of abusive behavior involving the use of language. Alternatively known as reviling, it is a pattern of behavior that can seriously interfere with one’s positive emotional development and over time, it can lead to significant detriment to one’s self-esteem, emotional well-being and physical state. Although verbal abuse does not leave any outer mark or proof, a verbally abused victim usually suffers by having lower self-worth and low self-esteem. A child, who suffers verbal abuse may grow up to become a low self-esteem adult. Thus, verbal abuse may be considered as grave and must be given serious attention. Laws are the reflection of the attitude of a particular society. Since the function of law is mainly to maintain societal peace and order, it is through law that we can infer how society regards a particular issue, in this regard, verbal abuse on children. This paper aims to highlight firstly, on verbal abuse as another significant form of child abuse needing to be given serious consideration by the society and secondly, on the parameters of child abuse under the Malaysian Child Act 2001; and finally concludes with whether the provisions under the Malaysian Child Act 2001 are sufficient to protect children from verbal abuse
Differentiated instruction, also known as differentiated learning, is a teaching philosophy that considers the needs of all students, including when they are in a virtual learning environment. Virtual strategies and differentiated instruction could be tailored to every learner’s needs and are more convincing than the traditional “one-size-fits-all” approach to teaching. Virtual differentiated instruction shows concerns about students’ existence, encouraging engagement while fulfilling the needs of high-performance students. However, there is little information regarding the application of virtual differentiated instruction by teachers. Besides, teachers might not regularly adapt instruction to students’ specific characteristics. Hence, this research intends to determine the status of differentiated instruction’s implementation in Mandarin virtual learning. The review demonstrates that educators are aware of the existence and importance of differentiated instruction. The practice of differentiated instruction is growing among Mandarin educators, with voices urging for proper training and guidance for its realisation. Of late, Mandarin researchers have been focusing on technology-enhanced learning. Scholars have directly or indirectly been applying the differentiated instruction approach in their teaching practices, with positive impacts on students’ learning. Nevertheless, some discrepancies need to be considered in ensuring its success. An understanding of differentiated instruction in Mandarin virtual classes can help instructors adopt the approach efficiently with attuned strategies to cater to students’ diversity. It could also provide ideas to other educators in differentiating their teaching strategies towards enhancing students’ learning performances. Keywords: Differentiated instruction, virtual learning, Mandarin foreign language, technology-enhance learning, students’ diversity. Cite as: Chua, N. A., Soon, G. Y., Ibrahim, M. Y., Che Noh, C. H., Mansor, N. R., Zaid, C. M., … Shen, D. M. (2021). Virtual differentiated instruction and its implementation in Mandarin teaching: A review. Journal of Nusantara Studies, 6(2), 231-249. http://dx.doi.org/10.24200/jonus.vol6iss2pp231-249
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