In June 2000, the three of us embarked on a new adventure. No, we were not contestants for the next "Survivor" show, although we may feel like them after we are done. This adventure is much more intense and grueling. Bravely, we enrolled in Texas Woman's University's first distance-learning program for Ph.D. nursing students.

This program offers courses through multiple distance-learning strategies: concentrated classes in Denton, Texas, Internet-based courses, interactive video, mixed method courses that combine Internet, interactive video and limited off-site instruction in Temple, Texas.

As former traditional students and now faculty instructors, we have been exposed to many aspects of distance learning; however, this past year has given us new perspectives on the good and the bad of this new educational program.

With so many schools jumping on the bandwagon and offering distance-learning degrees, we wanted to share some of the plethora of information we have gained and the experiences we have had.

A false sense of security

Shirley: As so-called guinea pigs coming into a new program, I expected some difficulties. The first course taken, a women's-health elective, went well. We met face-to-face twice during the semester and the rest of the course was online. This lulled me into a false sense of security, which explains what I did next.

The next semester, I took nine hours. I would not recommend this to anyone unless you are a little crazy and not working full time. One of the courses consisted of two face-to-face meetings with other students and the teacher, two interactive videoconferences and online communications. That course also went well.

The second course was a library science course that consisted of interactive videoconferences from multiple sites. The teacher was in Houston and the students were in Denton, Temple, Tyler, Beaumont and Houston. Our group was not allowed to talk during the interactive class, because it interfered with other sites' transmissions. The instructor taught from the computer, but no one had computer access from his or her site. It was difficult to see the computer screen through a small television and try to absorb information without having a computer in front of you.

Since then, my other courses have gone well. I still am apprehensive sometimes, but I learned, as with the other degrees that I pursued and received, that I must be motivated, have excellent time management and be organized to succeed in distance-learning programs.

A blueprint for learning

Sharon: I jumped in headfirst, taking two classes (six semester hours). I thought then that I knew something about distance education. The excitement of being involved in a program such as this numbed my senses through those first six hours, so I did not have a handle on the notion of distance education just yet.

In the fall 2000 semester, I registered for three classes (nine semester hours). I was able to persuade Shirley, but not Phyllis, to join me. Taking nine hours was tough. It almost consumed my every waking thought and I had a lot of sleepless nights.

Shirley described a person taking nine hours per semester as a little crazy. She would be talking about me. Determined and a little crazy, I again signed up for nine hours for the spring semester. During this time, I continued to teach full time, plus work to keep my nursing skills sharp, and be the best mother I ever dreamed I could be.

I learned quickly that this journey was not mine alone; I must have the commitment of my family because it would take all of them to assist me and understand my craziness. Those nine semester hours passed so quickly that I was almost left in a trail of dust. I beat those nine hours because I was Sharon the Survivor, and I continued to be a survivor as I juggled six more semester hours during the summer session.

Now that you have the blueprint of the path I have been following, I want you to know that distance education made that path possible. As I said, I am a mother and have a full-time faculty position. Placing either of these roles in jeopardy is not an option. Distance education was, and still is, the only game plan acceptable for me.

As with all survivors, distance-education students must be self-motivated to meet deadlines by working on projects or writing articles for publication long before their due date. They must be flexible and patient each time the "equipment" does not work correctly, or in some instances, never even gets "beamed up" at all.

They must possess the stamina to get through sleepless nights because you are up all night brainstorming or you don't sleep well because of worry or simply because the middle of the night is the absolute only "me time" you get. They must have a loving, supportive family and understanding friends.

I feel that when I am honored with my doctorate in nursing science, I will share that achievement with my mother and my daughter, both of whom accompanied me to every overnight stay necessary. As for friends, Shirley, Phyllis and I have this common bond, now more than ever. We feel like the Three Musketeers.

As for me, I am still in the game and plan on being a true survivor once all my fear factors have been dissolved.

A brave new world

Phyllis: Distance education has become both a blessing and a bane. It is a blessing because I am able to further my education in a way I certainly could not in a traditional format. My schedule would not allow me to attend classes weekly. (I live more than 90 miles from any university that has the desired area of study and that I could afford.) The geographical factor is compounded because I teach in the evening component of an associate degree of nursing program, and this would present a scheduling conflict with many of the courses in which I would need to be enrolled.

The bane is self-imposed. Becoming a doctoral student is something I have added to an already full schedule, which includes teaching full time, working a part-time staff nurse job and being involved in a variety of committees and organizations that are either work- or community-related.

I am working on making it much less of a bane as I have learned that doing it all is not possible or even desirable. I have cut down considerably on my part-time job and have learned to use that wonderful word, "No." While I still enjoy participating in some additional activities, I have learned that I do not have to agree to chair every committee or participate in every committee or organization I am informed of.

Being a distance-education student has forced me to become a part of this "brave new world of technology" that I had managed to hide from. A year ago, I did not even know what "http://" meant, and now I can go online and search for information with the best of them. A year ago, the only use I had for a computer was that of a word processor. Now, I become anxious if a day passes and I have not been online. I just shake my head when I realize all of the time I lost by not being part of the online community.

During that first year, we used our survival skills to continue through the distance-learning program. As true distance-learning survivors, we have been tested and have passed all the challenges to date. We do not anticipate getting voted off anytime soon.