ABSTRACT
Students write a reflective analysis of each artifact as it is placed in the eportfolio and submit their reflection and work for review to their Malama Hawai'i faculty. The reflective analysis requires a sense of self-awareness and self-direction, which provides students with experience in assessing their strengths and weaknesses, as it inherently suggests that learners can reflect on how they think, learn, and monitor their progress in relation to cultural values. The researchers administered two instruments, the Learning and Study Strategies Inventory (LASSI) and the Na Wa'a ePortfolio Survey, in addition to analyzing the students reflective learning analyses to explore whether the approach is truly learning-centered. Students spontaneous, open-ended comments in the survey support hypothesis that working on the eportfolio with the values approach is leading students to engage more deeply in their learning, to mention the values in their reflections, and to relate the values to their understanding of their learning.
