Author ORCID Identifier
https://orcid.org/0009-0000-0638-8796
Date Available
7-24-2024
Year of Publication
2024
Degree Name
Doctor of Philosophy (PhD)
Document Type
Doctoral Dissertation
College
Communication and Information
Department/School/Program
Communication
First Advisor
Dr. Kyra Hunting
Abstract
This dissertation explores how varied delivery strategies may influence college student affective learning in a mediated setting. I employed a hybrid-grounded approach to the exploration of student-participant interviews wherein student-participants engaged with one of two online media literacy learning modules. The results of this study illustrate that students at varying points of their epistemological development (Perry, 1968) may face different affective hurdles depending on how media literacy curriculum is presented. We may anticipate that: (1) students who are less epistemologically developed (those featuring dualistic attitudes) may struggle to receive content, especially in the case where a teacher-centric delivery-style is employed; and (2) students who are more epistemologically developed (those featuring multiplistic or relativistic attitudes) may need help disentangling some of the primary tensions of a complex media environment, especially in a learning environment where learning is more student-centric.
Digital Object Identifier (DOI)
https://doi.org/10.13023/etd.2024.271
Recommended Citation
Huber, Joe, "AN EXPLORATION OF AFFECTIVE INFLUENCES OF MEDIATION AND INSTRUCTIONAL DELIVERY STYLES IN THE U.S. ADULT MEDIA LITERACY LEARNING CONTEXT" (2024). Theses and Dissertations--Communication. 132.
https://uknowledge.uky.edu/comm_etds/132
Included in
Critical and Cultural Studies Commons, Interpersonal and Small Group Communication Commons
