This study aimed to investigate university students' overall perception of MOOCs based on the instructional design elements of MOOCs. Due to the increase in enrollment in MOOCs, it is essential to understand students' general perception of them. Additionally, only a few studies have been conducted on MOOCs in developing countries. Given the latest trends in online learning, it is important to understand students' perception of MOOCs. Furthermore, MOOCs are one of the most talked-about and latest trends in e-learning. For this study, a quantitative research design was employed, and data were collected from 266 students studying in various universities in Pakistan, using a survey questionnaire. The data were analyzed using different statistical techniques. The results of this study indicated that each element of MOOC instructional design elicited a positive perception among students. Moreover, it was noticed that among all the elements of MOOC instructional design, active learning and meaningful connection demonstrated the strongest correlation with intended perception.