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Traditionally, higher education occurs behind brick and mortar walls. However, academia has dramatically changed with the evolution of online learning programs. While initially frowned upon, virtual learning has become a well-respected alternative to traditional classroom education.

But how do you determine whether obtaining a degree from an online university is right for you? That was the dilemma I faced when seeking an online program in nursing. I was fairly certain that the online learning style was a good fit for me because I am a self-starter and don’t require face-to-face motivation from a professor. An MSN graduate from the largest online university in the country, I’ve experienced first-hand what distance-learning is like.

Choosing a virtual school

I chose online learning primarily because I did not want to commute to a school. After working all day, I wanted to be able to stay home, where I believed that I would accomplish more. I also liked the fact that I was able to complete my degree in less time — the classes are accelerated without lengthy breaks and downtime between “semesters.” The big plus — where else can you attend class while in your pajamas with the TV on in the background to keep you company? For me, it truly was the best of both worlds.

Recruitment for online students is aggressive. When I made the initial phone call and expressed an interest, my “recruitment advisor” walked me through the process and provided a general “day-in-the-life” scenario of the online student experience. She was very enthusiastic and encouraging, and assured me that it was well within my capabilities to succeed. Initially I thought the cost was steep at $490 per credit, but it actually is competitive, if not reasonable.

Described as “ideal for working professionals,” obtaining an online degree is touted as a part-time endeavor. I soon discovered that it can be a full-time, seven-day-per-week responsibility for those who want to succeed and graduate with honors.

The majority of MSN courses are three credits and six weeks in duration for a total of 39 credits. There is a week off between each course; it is highly recommended that only one course is taken at a time rather than “doubling-up” because all course work is accelerated.

While all online degree programs function differently, in this program, we were expected to hit the ground running from the first day of class or risk falling behind. The MSN and master’s in health administration classes had approximately 12 to 15 students and were facilitated by PhD-prepared instructors. All “classrooms” were accessed through Outlook Express. The main classroom was where class discussions occurred and the chat room was used for informal discussions between classmates. The instructor rarely interacted in the chat room except for the first day of class to meet and greet each student and comment on biographies). There was also an assignment room strictly used for posting assignments and a team room for team communication and project work. Socialization was expected and necessary because it provided the only means of communication. We were graded on our participation and were expected to make our presence known five out of seven days per week.

A matter of teamwork

Assignments were given on a weekly basis and included discussion questions, individual projects, and team projects. There were three or four teams per class and students worked with their designated teams for the duration of the class for group assignments. Individual projects were typically written reports and team projects were PowerpointTM presentations that included speaker notes. It is not unusual, however, to have a team-written project assignment also. It may sound impossible to create a PowerpointTM presentation or a word document as a team when your team members may live in another state or in another country altogether. It’s possible and it’s doable, and we felt a great sense of accomplishment after compiling a quality piece of work via computer. Even if you consider yourself computer-challenged or uncomfortable with the computer, you will become comfortable very quickly — it’s a matter of survival. By the end of the course we had completed five individual reports and three team projects in addition to responding to 1,500 to 2,000 classroom messages.

Because communication via online learning is strictly through the “written” word, there is the risk of being misinterpreted. The benefits of face-to-face contact — expression, tone, body language, and voice inflection — are nonexistent. I had to keep that in mind as I worked. Online communication allowed me the time to research my responses and reflect on what I wanted to say before I responded. For those who are reluctant to engage in direct communication, an online classroom levels the playing field and removes some of the psychological and social barriers in academic interactions.

If I had to do it again…

Would I choose online learning again? Absolutely! I was able to obtain my MSN in 22 months allowing one week off between each class. If necessary, I could have taken longer breaks. It generally depends on what works best with the student’s professional and personal lives. I was lucky enough to have the same three students in most of my classes and we quickly became online friends, team members, and amazing sources of strength and support for each other. Some students did drop out early in the game to seek the familiarity of a traditional education format, but, for the majority, it was a rewarding challenge.

Online degrees are garnering respect from educators and employers. Because more staff in leadership positions seek online degrees, the perception continues to improve. While it is doubtful that online degrees will be the demise of traditional classroom learning, it is another option that may be right for you.

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Kathy Albert, RN, MSN, BC, CRRN, is the nurse educator at Glen Cove Hospital of the North Shore - Long Island Jewish Health System, Glen Cove, N.Y. To comment on this story, e-mail the editorial director at jspillane@gannetthg.com.