隨著數位學習工具及開放式教育資源的持續演進下，大規模開放式線上課程（Massive Open Online Courses, MOOCs）隨之應運而生，國內外各大學亦群起投入心力及資源進行推展。而相關文獻顯示，教師對於參與MOOCs仍感憂心及卻步，主要源於MOOCs之教學模式及課程內容呈現方式有別於實體教學，而MOOCs相關文獻卻較少著墨於教師其參與MOOCs所需知能或需求等層面，故相關單位實難給予教師適切之支援。本研究旨探討我國大學教師參與MOOCs之科技需求及問題，包含：參與動機與歷程、教師TPCK之應用情形、各面向之科技需求，同時了解教師參與過程中面臨之問題及所需支援。依據以上研究目的，本研究主要利用半結構式訪談法，訪談10位國內曾參與MOOCs之大學教師。
研究結果顯示：教師參與MOOCs主要動機為受到邀請、樂於嘗試新型態教學以及作為翻轉教室教學之執行基礎。而教師參與MOOCs主要共通之歷程則包括：製作課程分析及選擇、教學素材蒐集及確認、課程內容設計及製作、課程錄製環境設備建置安排、課程影片錄製、課程後製及剪輯以及課程組織管理等階段。另一方面，教師參與MOOCs教學過程中之TPCK應用情形特性主要為：能運用基礎簡報工具或相關軟體，將教材內容轉化為適合MOOCs教學環境之使用、著力於教材內容之互動性及圖像解說。此外，教師在設計適宜MOOCs之教學策略，以及課程內容精緻化方面較需要獲得支援。
教師參與MOOCs之科技需求主要著重於設備工具、教育講習、動畫及互動性技術支援、課程平台功能提升等四面向。而教師參與MOOCs所面臨問題主要包含：MOOCs特性所帶來之教學限制、教學內容設計及製作耗時、部分課程討論區使用率低落、經費運用僵化等四面向，而教師表示所需支援還包含：人力及經費、設備及技術、教學講習、學分折免等面向。

With the continuing evolution of digital learning tools and open educational resources, and the universities of all over the world, rallied into promoting massive open online courses (Massive Open Online Courses, MOOCs) . However, literature reveals that teachers still feel worried and discouraged about participating MOOCs. The foremost reason is that teaching model of MOOCs is different from tranditional teaching, while the literature about MOOCs but less dwell on teacher knowledge and skills required for their participation in MOOCs or demand level. The purpose of this study is to explore the current situation of university teachers’ participation, techonology needs, problems, and to understand university teachers’ expectation on improvements in MOOCs. In this study, data were collected through semi-structured interviews, which based on the architecture of Technology Pedagogy Content Knowledge (TPCK), and interviewed with 10 proffessor who have been participated in MOOCs.
The finding of this study includes that the main motivations for teachers to participate in MOOCs are invited, willing to try new types of teaching and classroom teaching as a flip executive foundation. The teachers' participation in MOOCs mainly in common course include thar the production and selection of courses, teaching materials collection and validation, course content design and production, environmental equipment to build the course record schedule, course video recording, editing and post-course system and the organization and management courses phases. On the other hand, TPCK application scenarios characteristics of teachers involved in the teaching process of MOOCs mainly: able to use basic presentation tool or related software, the teaching materials suitable for use MOOCs into the teaching environment, focus on interactivity and image interpretation for the content of textbooks . In addition, teachers in the design of suitable MOOCs of teaching strategies and curriculum content areas refined than the need to get support. The
The technology needs of the teachers who participated in MOOCs includes equipment tools, educational workshops, animation and interactive technical support, and enhancing platform capabilities. The problems faced by teachers mainly includes that the restrictions of teaching result from MOOCs, the content of design and production is time-consuming, course discussion area utilization is low, and the use of rigid funding. Teachers’ expectation on MOOCs include that human and funding support, equipment and technology, teaching workshops, and the measure of credit fold free.

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