產業快速發展，越來越多公司使用專案管理作為營運的方式或執行專案，但常常因為團隊成員們缺乏經驗，造成專案範疇潛變進而增加公司成本。隨著科技的進步，已有相關研究發現協同學習系統可以提升專案管理的培訓成效。因此，本研究以案例協同式學習系統（CCLS），探討協同學習（CL）的關鍵影響因素，即目標、個人責任和結構式互動，哪一項對於專案範疇的準確性、完整性及代表性有顯著影響；以及目標是否對個人責任有顯著影響。

受訪者瀏覽了CCLS，並回答二十三個研究問項，一共收集了將近兩百份的問卷，其中包含前測的三十份以及一百五十二份有效問卷。使用結構方程模式偏最小平方法分析發現，當目標越明確，個人責任則越清楚；目標對完整性及代表性皆有正面影響；此外，加強結構式互動可助於提高準確性；但個人責任卻對代表性沒有正面影響。因此，此研究建議，如果專案的WBS（代表性）與員工KPI（個人責任）會有關聯，管理層應考慮兩者制訂的時機並與時更新。此外，來自不同年齡階段的人對CL的看法各異。因此，員工培訓及其策略也應端看不同群體而設計。三十歲以下的受試者認為，結構式互動可以提升專案範疇的完整性；但年齡區間在三十一到三十五歲之間的人則認為，結構式互動幫助他們更加全面地了解專案範疇的代表性。

According to recent studies, many companies suffer from the project scope creep and cannot but to shoulder the burden because of members without the experiences. Thanks to the development of information technology, people can now utilize collaborative learning systems to enhance training in project management. Thus, the study investigates the critical factors in collaborative learning (CL), namely, goal, individual accountability, and structuring interaction in the form of the case collaborative learning system (CCLS) to explore the influence on the appropriateness of the project scope, precision, completeness, and representativeness.

Over 200 interviewees browsed the CCLS and replied to the questionnaire with 23 research items. The research utilized 30, for the pre-test, plus 152 valid responses through PLS-SEM. It found that more specific the goal is, more individual accountability people tend to demonstrate; the goal has a positive influence on the completeness and representativeness; besides, enhancing the structuring interaction could be helpful for precision. However, individual accountability has no positive influence on representativeness. Therefore, the study recommends that if WBS (representativeness) links with KPI (individual accountability), management should consider the timing of the formulation, and update KPI for the same business purpose.

Additionally, the study also reports that people from different age groups have various views on CL; thus, training and development strategies should adapt to each group. The subjects under 30 years of age argued that structuring interaction could enhance the completeness instead of the representativeness. On the contrary, the people from the age group, 31-35 years, opined the opposite. Collaborative learning is helpful for them in understanding the representativeness comprehensively.

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