Blended Learning has been implemented, evaluated and researched for the last decades within different educational areas and levels. Blended learning has been coupled with different epistemological understanding and learning theories, but the fundamental character and dimensions of learning in blended learning are insufficient. Moreover, blended learning is a misleading concept described as learning despite the fact that it fundamentally is an instructional and didactic approach [1] addressing the learning environment [2] instead of the learning process behind. Much of the existing research within the field seems to miss this perspective. The consequence is a lack of acknowledgment of the driven forces behind the context and the instructional design limiting the knowledge foundation of learning in blended learning. Thus, most of the conducted researches lack a fundamental knowledge of what characterize learning in blended learning. Instead, much research took already well known theoretical learning theory and applies it to their investigations. These theoretical perspectives are often rooted within social constructivism and constructivism without investigating the origin of learning in a blended learning environment. Furthermore, only a few studies take the effort to apply a longitudinal approach [3] which is necessary for revealing learning processes. This paper adds a new perspective to the conventionally conducted research within a blended learning by addressing the epidemic foundation of blended learning. Through empirical investigations of what characterize learning in blended learning from an ecological phenomenological approach, the origin and dimensions of learning within blended learning environments are revealed. The research question addresses are how learning can be conceptualized in a blended learning environment. The research method conducted is based on a critical phenomenological approach, case studies, and narrative interpretations. The design consists of mixed methods, longitudinal study conducted within a period of 2 years among undergraduate teacher and radiography students. The data material consists of 17 focus group interviews, 4 observation studies and desktop studies. The results reveal that blended learning metaphorical must be regarded as a way-finding process of navigating different learning environment. Blended learning is conceptualized as an ecological learning process where sociality, mobility, interactions, structures, spatiality, identity and emotionality are central dimension affiliated to blended learning as way-finding. Based on the findings, it is suggested that further research on blended learning and of learning by wayfinding is necessary. Furthermore, studies within other educational areas are needed. Moreover, employers' surveys are suggested investigating the long-term effect of "learning as wayfinding".
