The advent of Massive Open Online Courses (MOOCs) has been altering the Higher Education landscape in recent years. This kind of courses are penetrating in an increasing number of universities, the majority of which do not seem to have intentions to stop offering them in the short term. Such courses are generating new educational scenarios to which universities have to adapt, which creates a set of challenges and opportunities, most of them related to the use of technology in education. This study aims to shed light on such challenges and opportunities when a university employs postgraduate students as MOOC mentors. For this study, a set of focus group interviews were conducted in an English university to PhD students in various disciplines. In the interviews, participants share their experiences as mentors, especially regarding how they developed certain teaching and digital skills, and how they faced certain challenges related to their digital identity. The results suggest that participating in MOOCs as mentors can help early career researchers to develop certain teaching, digital, and academic skills that could be beneficial for the institutions they work for, and for themselves. However, their online exposure sometimes raises certain implications for their public image, their working conditions, and their online professional identity.

中文翻译：

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在高等教育机构中通过MOOC进行的专业发展：博士生担任导师的挑战和机遇

近年来，大规模开放在线课程（MOOC）的出现改变了高等教育的格局。这类课程正在越来越多的大学中渗透，其中大多数大学似乎都没有打算在短期内停止提供这些课程。这些课程产生了大学必须适应的新的教育场景，这带来了一系列挑战和机遇，其中大部分与技术在教育中的使用有关。这项研究旨在揭示一所大学聘用研究生作为MOOC指导者时的挑战和机遇。在本研究中，在一所英语大学对不同学科的博士生进行了一组焦点小组访谈。在访谈中，参与者分享了他们作为导师的经验，特别是关于他们如何发展某些教学和数字技能，以及他们如何面对与其数字身份有关的某些挑战。结果表明，作为指导者参加MOOC可以帮助早期职业研究人员发展某些教学，数字和学术技能，这些技能可能对其所服务的机构以及对自己有利。但是，他们的在线曝光有时会对他们的公众形象，工作条件和在线职业身份产生某些影响。以及可能对他们所服务的机构以及对自己有利的学术技能。但是，他们的在线曝光有时会对他们的公众形象，工作条件和在线职业身份产生某些影响。和学术技能，可能对他们所服务的机构以及对自己有利。但是，他们的在线曝光有时会对他们的公众形象，工作条件和在线职业身份产生某些影响。