Purpose: The hybrid learning is a combination of traditional and electronic learning which in it the best mode of face-to-face and electronic classes is chosen by the learner. Therefore, the aim of this study was identifying the dimensions and components of hybrid learning in the second period of high school education.
Materials and Methods: The current research in terms of purpose was applied and in terms of implementation method was qualitative from type of synthesis. The research population was all the articles related to hybrid learning from 2010 year until now (60 articles), which among them number of 20 articles were selected as samples with a purposive method. Data were collected by taking notes from articles and analyzed by coding.
Findings: The findings showed that hybrid learning in the second period of high school education had 38 indicators in 12 components and 4 dimensions; So that the dimensions were included pedagogical (with three components of teacher, curriculum and comprehensive), technological (with three components of technology knowledge, technology skill and technology attitude), psychological (with three components of emotion, cognition, and metacognition) and education quality (with three components of input quality, process quality and output quality).
Conclusion: According to the recognition of the dimensions and components of hybrid learning in the second period of high school education, it is possible to provide the ground for the realization of hybrid learning in education through the improvement and implementation of the identified dimensions and components.