This paper investigates the pedagogical benefits that 17 lecturers in-volved in the design of a MOOC reported in a questionnaire survey. Results re-veal a fair amount of gains for several teaching skills and a strong appreciation of the collective training approach practiced during the 9-month MOOCs pro-duction process. These findings are of interest to staff development units, tech-nology-enhanced learning competent bodies, and researchers concerned with collective modalities for scholarship of teaching and learning.