Massive Open Online Courses (MOOCs) and the use of mobile learning are two learning/teaching forms that have received much attention in recent years. Despite the popularity of both approaches and the efforts to integrate or combination them, there is still a lack of papers that are focusing on the aspect of learning design for mobile MOOCs. To compensate for this lack, this paper is examining the preferences of MOOC learners between mobile and non-mobile MOOCs with respect to a number of crucial learning design parameters. An online anonymous survey was answered by 68 MOOCs participants, The results indicate that on the one hand, they think that MOOCs’ accessibility and flexibility are better supported using a mobile MOOC format. On the other hand, they think that the ability to concentrate, motivation, self-study/self-learning, and self-regulated learning are better supported in a non-mobile, conventional MOOC. The main conclusion drawn is that when it comes to learning design parameters that can promote deep learning, the participants perceive the non-mobile format as being superior. Yet, flexibility and accessibility are also important when it comes to creating inclusive learning environments. Thus, it seems that the creation of an inclusive mobile learning environment that would also support deep learning using MOOCs is a challenging problem for the learning designers.