ABSTRACT In recent years, earthquakes, floods, and infectious diseases have been affecting societal structures and people's lifestyles. Naturally, these types of disasters also impact the field of education. Over the last five years, such disasters have brought to the forefront distance learning and hybrid learning models in educational sciences. During the COVID-19 pandemic, distance learning applications took center stage in the educational process, sparking debates in the literature about their advantages and disadvantages compared to face-to-face education. This situation has led educators and educational researchers to turn towards the hybrid learning model, also known as blended learning. Hybrid learning, also referred to as augmented learning or blended learning, originates from the idea that learning cannot be achieved in a single instance, necessitating the use of different educational models simultaneously. There is no clear definition that outlines the limits and criteria of hybrid learning. Philosophically, it can be described as a combination of constructivist, behaviorist, and cognitive approaches when attempting to define hybrid learning. From the perspective of instructional technologies, it can be defined as the integration of web-based technologies with all kinds of technological materials used in face-to-face education. In this context, the aim of the study is to theoretically examine the hybrid learning model. In line with this, questions such as: What is the role of the instructor in the hybrid learning model? What are the models of hybrid learning? What is the place of microlearning in the hybrid learning model? have been explored. Ultimately, the hybrid learning model will be evaluated within a theoretical framework. Keywords: Hybrid Learning, Teacher Role, Microlearning