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. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]