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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 activating of models of blended learning in undergraduate education for teacher and radiograph affects the knowledge development. This is approached by mixed methods. The empirical data consist 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 re-figuration. The findings illustrate significantly importance of sense of coherence among participants as a condition for implementing new designs and new learning environments. It is revealed that sense of coherence is both related to conditional matters as learning environments, structure, clarity and linkage but also preconditioned matters and prerequisites among participants related to experiences and convenience. It is stressed that this calls for continuous assessment and reflections upon these terms and conditions if the student shall be able acquire the necessary competencies.

Coherence and Sense of Coherence: Conditions for Students’ Knowledge Development in Blended Learning Environments