The importance of sense of coherence when implementing blended learning environments

Abstract Constraints in the implementation of models of blended learning can be explained by several causes, but in this paper, it is illustrated that lack of sense of coherence is a major factor of these constraints along with the referential whole of the perceived learning environments. The question examined is how activation of models of blended learning in undergraduate education for teacher and radiograph affects the knowledge development. The empirical data consists of data from surveys as well as focus group interviews and some observation studies. These data are analyzed and interpreted through a critical hermeneutical process of prefiguration, configuration and refiguration. The findings illustrate significant importance of sense of coherence among participants as a condition for implementing new designs and new learning environments.