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Technology-based education is the need of time. National Education Policy (NEP) 2020 of India is giving freedom to reframe the present structure of higher education like syllabi and examinations and assessment in colleges. Due to the pandemic outbreak, many educational and research institutions are engaged in building the knowledge & skill-based curriculum and designing new credit-based courses, also motivating their students to attend online courses available to cope up with the recommendations of NEP. Any e-learning platform or online course has four basic components – Videos, Activities, Additional reading material, and Discussions. Additional Reading is one of the important components. Being open online courses, anybody can join these courses irrespective of their specialization or area. While providing the reading material to the learner now the instructor is providing a fixed recommended reading material list irrespective of learner’s interest/specialization. Instructors are finding it difficult to cater to the diversity of learners' domains and learning styles. In this paper, researchers have focussed and analysed the most neglected part i.e. additional reading material and digital reading patterns of learners in various MOOC's Platforms by conducting online surveys. Researchers concluded that there is a need to use learning eXtension Trajectories (LxT) in the Learner-Centric MOOC (LCM) model where one can identify various supportive domains and provide a shortened list of resources which comprises various media to the learners.