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Education in the times of Pandemic; A Retrospective Review

Although it seems as if social distancing is a new concept, the CDC previously issued similar guidelines for more typical flu prevention. Similarly, in 2007, guidelines were implemented to limit the transmission of swine flu in schools. As early as 1908, guidelines were proposed that included “segregation” of those with infectious Tuberculosis. Research exists about the pandemic impacts and the reactionary approaches adopted and implemented by schools and higher education globally, especially the countries that have experienced a pandemic in the last few decades, such as Ebola and SARS. For example, significant improvements have occurred since the 1918 Flu pandemic, especially within the realms of technology, such as the transition to electronic textbooks. When considering how universities might respond to a pandemic regarding educating the students enrolled included but not limited to increases in class sizes, alternative delivery methods have been considered. A corollary to offset the impact of the pandemic would be closing the universities (historically observed). However, limited existing research provides insight into changes in course delivery, adoption/implementation of technological advancements, lessons learned from the countries impacted, and adoption and implementation of measures to smoothen the transition with the sudden pandemic outbreak. Engineering education must be at the forefront of technological improvements in education. The study utilized a content analysis methodology to review existing research on pandemics and their effect on education globally. A variety of information exists from outside the United States, where government-level responses were required. The content analysis results and were overlapped to determine changes to curriculums based on the need for alternative course delivery. A comparison is made of previous teaching and learning methods versus those collected via survey during the Covid-19 pandemic.