At the heart of the Global Mesh Virtual Exchange (GMVE) model is the conceptualization of a wide variety of participating international partners as critical content-generating “nodes” in the pedagogical architecture of GMVE. This article will describe how an online global mesh framework was shaped and formed between three institutions and several departmental disciplines, leading to a stratified form of online Project Learning (PBL) education. According to existing literature, this construct of global-mesh learning affords a rich, diverse, critical, and multi-disciplinary framework for experiential learning, as exemplified by the reactions from students, faculty, and organizations involved in various projects.
Leonard et al. (Fri,) studied this question.