ABSTRACT Self-directed learning (SDL) is necessary for successful learning in MOOCs. Motivation is one of the critical elements of SDL. This mixed-method study examined the design and delivery of MOOCs to motivate learners for SDL. The data collection methods included semi-structured interviews with 22 MOOC instructors, a document review of 22 MOOCs, and an online survey with 198 participants. The researchers found that MOOC instructors valued motivating learners for SDL. The strategies to motivate learners included entering motivations (i.e. decisions to participate in a course) and task motivations (i.e. learners’ persistence in learning activities). For entering motivation, MOOC instructors used strategies, such as identifying the value and needs of learning, increasing self-efficacy, and using incentives. For task motivation, MOOC instructors adopted engaging instructional strategies, well-designed learning materials, immediate and constructive feedback, and social interaction. Besides, technology played an essential role in motivating learners. Implications for instructors and instructional designers were discussed at the end of the paper.