Open and distance learning has evolved on the basis of openness philosophy in education and benefited from various approaches to this philosophy. Different MOOC platforms have emerged in Turkey as a reflection of these developments. The main purpose of this study is to examine MOOCs in the context of Turkish higher education. For this purpose, by adopting the qualitative embedded single case design, the Akadema, AtademiX and Bilge Is MOOC platforms were examined. The findings indicate that MOOCs successfully serve the universal ideals such as offering equal opportunities in education, democratization of education, and liberation of knowledge in Turkey. Besides, MOOCs were found to contribute to adapting to the changes paralleling the transformations in the globalizing world and in the digital knowledge age; strengthening communication and cooperation channels between the society, industry and university; and finally, fostering social justice with an inclusive approach by increasing operational capabilities in diverse educational domains.