現有探討使用Moodle的國內論文結果，多認為將Moodle導入學習場域，可提升學生學習成效。但是，台灣教育界近期持續使用Moodle的實際數量，卻出現不增反減的情況，並以國高中情境最為明顯。因此，為了解研究與實務兩者出現衝突訊息的原因，本論文鎖定現有研究較少涉及的教師觀點，探究國高中教師對 Moodle 數位學習平台的價值認知與採納動因，據此進一步詮釋目前持續採用或停用的原因。
在研究方法上，基於研究問題的本質，本研究採取開放式問卷的方式，藉由教師社群，成功邀請目前持續使用，及曾經使用的34位國高中教師進行填答。接著，再透過立意抽樣方式，從中選取出四位教師進行訪談，藉由了解教師使用Moodle的背景、經驗與感受，做為詮釋Moodle數位學習平台對教師使用意向的影響，並對現有推動情況進行之分析，從而提出發展建議。
研究結果發現，將Moodle導入教學情境，確實可讓教師之教學成效提升，惟因具體改善成效未如預期，再加上教師擁有的資源有限與同時扮演多元角色等因素，導致教師持續使用意願下降。因此，本論文認為，如何有效管理期望及創造友善使用環境，將成為確保教師對Moodle維繫價值認知與持續採納意圖的關鍵所在。
According to current research findings in Taiwan, the introduction of Moodle in to education context may help result in positive effects on students’ learning. However, in the meantime, the number of schools that applies Moodle in their education system is decreasing, especially in the high school context. To help bridge this gap between re-search and practice, this thesis investigates the perceived value and motivations of high school teachers on Moodle usage; corresponding reasons that affect the continuity of Moodle adoption are also discussed. With regard to the research method, an open ques-tionnaire-based survey on 34 teachers from 22 high schools was applied, followed by interviewing with four representative teachers.
Based on our analysis, it is found that the adoption of Moodle in the high school context truly helps improve the students’ learning effects. However, those teachers tend to turn back to the original teaching approach, owing to the fact that the improvement of learning effects is far below the expectation, and that teachers have limited resources and have to spend more time on those assignments irrelevant to teaching, unfortunately. As a consequence, it is argued that how to manage expectations of teachers on Moodle usage and how to build up more friendly context for teaching, would be regarded as two key criteria in retaining high school teachers’ perceive the value and continuous adoption behavior of Moodle.
