Perceptions of the quality of open online courses in OUSL from the perspective of deep learning

Purpose The purpose of the paper is to investigate teachers’ and students’ perceptions of the quality of open online courses by identifying critical design elements that foster deep learning and 21st century skill acquisition, bridging the gap between the rapid expansion of Massive Open Online Courses (MOOCs) and their actual educational effectiveness. Design/methodology/approach Using a mixed-method approach, we analyzed data from more than 200 learners through structured questionnaires assessing skill mastery and learning experiences. These findings were triangulated with semi-structured interviews of 10 instructors at the Open University of Sri Lanka (OUSL). Quantitative and qualitative data convergence ensured methodological rigor. Findings Findings indicate a discrepancy between learner outcomes and instructional design in MOOCs. A notable gap exists between the design intentions of instructors and the learners’ perceived achievement of deep learning outcomes. Inadequate professional scaffolding restricts learners’ capacity to apply competencies in real-world situations. Institutional challenges continue to impede the development of effective online-offline learning communities in the context of technological and pedagogical reforms. Originality/value This research presents a Global South perspective on MOOC design, proposing context-sensitive strategies to enhance learner–instructor interactions. This work presents frameworks for aligning course design with deep-learning objectives and the development of 21st century competencies, thereby improving the quality of open education initiatives.