This paper investigates learners’ perceived quality of two online inter-university post-graduate courses in heritage education, delivered in distance learning mode in the academic year 2024/25. The study is framed within current debates on digital and distance learning in higher education, with particular attention to the role of online environments, digital tools, and reflective practices. A convergent mixed-method design was adopted, combining quantitative data from an end-of-course questionnaire (Likert-scale items) with qualitative data from self-evaluation notes included in learners’ final assignments. The analysis focuses on key dimensions of the digital learning environment, including online materials, platform organization, course structure, and learning activities, as well as on participants’ reflective interpretations of their learning experience. Quantitative results show a consistently positive evaluation of the courses, particularly in relation to platform organization and module structure. Qualitative findings confirm this overall appreciation, highlighting the perceived relevance of digital tools and the contribution of the courses to professional development. At the same time, participants expressed a need for more practice-based and experimentally oriented learning opportunities. The study suggests that evaluating online post-graduate education requires integrating structured survey data with reflective learner-generated texts. This combined approach allows moving beyond satisfaction measures towards a more nuanced understanding of perceived educational quality in digital learning environments.