專案管理在企業中被廣泛使用，以管理專案並達成公司利益。然而，使用專案管理來管理課堂上的學習過程的相關研究甚少。本研究在於在職專班的課程導入專案管理式的學習。在課堂中使用專案管理平台Trello，並導入專案管理的五大流程。透過起始、規劃、監控、執行和結束五大流程，學生們可以透過實踐專案管理過程以提高學習成果。 本研究以台灣北部某大學在職碩士班「視覺化分析系統實作」在職專班課程共27位學生作為研究對象。學生以線上專案管理平台做為管理課堂學習之平台，為了監督學生的學習參與狀況，本研究透過Python自動化、爬蟲和資料處理的方式，資料探勘出學生在專案管理平台上的學習各項參數，並分析資料並將結果製成專案管理學習分析儀表板。老師可透過專案管理儀表板狀態與學生繳交作業的成績判斷學生進度是否落後，進而優化學生的學習過程。 研究結果表明，導入專案管理學習儀表板除了能提升學生的學習意願，也進而提升學生的學習成績，並且提供了新的教育體驗，研究結果表明以下六點：(1) 專案管理學習模式顯著提升資料分析學習之能力；(2) 專案管理學習模式結合科技輔助工具顯著提升學生專案經理人能力；(3) 專案管理儀表板可促進學生積極參與小組討論；(4) 專案管理學習模式有效提升規劃與管理能力；(5) 專案管理五大流程中規劃與監控是對學生專案學習上最重要；(6) 專案管理儀表板觀看有利於促進分組的學生學習動機與同儕督促。本研究採用的基於專案管理學習的教學策略可為專案管理學習領域的研究帶來實質的貢獻，並證實導入專案管理學習的學習模式可讓學生更有效率的去學習課堂上的專業知識，更好的幫助學生提升學習成果，並培養學生的專案管理能力。;Project management is widely used in enterprises to manage team projects and achieve company objectives. However, few studies utilize project management to manage their learning processes in the classroom. This study aims to apply project management-based learning to an in-service Class. This study integrates the "Trello" project management platform and the five major steps: Initiating, Planning, Executing, Monitoring and Controlling, Closing. Through practicing these five processes, students can enhance their learning outcomes. The research focuses on the in-service master′s program course "Implementation of Visual Analytics Systems" at a university in northern Taiwan. A total of 27 students use the online Trello project management platform for their post-class assignments. To monitor students′ learning participation, this study employs Python for automatic, web scraping and data processing to extract various parameters related to student learning from the Trello platform. The data is analyzed and visualized to create a project management learning analysis dashboard. Teachers can use this dashboard to assess students′ progress based on the status of the project management tasks and their assignment submissions, thus optimizing the learning process. The research results indicate that introducing the project management learning dashboard enhances students′ learning motivation and improves their academic performance, providing a new educational experience. The study concludes the following six points: (1) The project management learning model significantly enhances data analysis learning abilities; (2) Integrating technology-assisted tools with the project management learning model significantly improves students′ project manager capabilities; (3) The project management dashboard encourages active student participation in group discussions; (4) The project management learning model effectively enhances planning and management abilities; (5) Among the five major project management processes, planning and monitoring are the most critical for student project learning; (6) Observing the project management dashboard is beneficial in promoting student group learning motivation and peer monitoring. The instructional strategy based on project management learning adopted in this study substantially contributes to project management learning, confirming that introducing project management learning models can help students learn classroom knowledge more efficiently, improve learning outcomes, and cultivate students′ project management skills.
