Much of what I have to share is based on my personal experience as a student in an online university classroom setting and from my doctoral dissertation work focusing on: Computer-based Learning Compared to Traditional Classroom Learning. 

For many reasons, students are increasingly being drawn to online learning rather than a physical or traditional building. As a graduate of an online degree program, I can fully understand and appreciate the student side of internet-based learning.

Sadly, many students have shared having experienced feelings of loneliness in an online degree program and primarily relate this to the absence of faculty in the online environment.  When I say online environment, I'm referring to the classroom discussion forum and Questions for Instructor (QFI) forums as well as responding to emails, calls, and returning graded assignments in a timely manner. Because the physical presence of instructors that is typically found in on-ground, structured, face-to-face instructional settings is not inherent with or feasible in online learning, faculty should seek ways to somehow compensate for this in the online setting.  Faculty presence both cognitively (knowing the content) and as humanistically (in the sense of being "seen" and "felt") in the classroom environment are key motivators of student learning.  Responding to students as quickly as possible is a strategy I consistently use to let students know I am present.  While GCU has stipulated that faculty must be present 4 out of 7 days in the discussion forum, online learning brings to forefront new dimensions to the teaching and learning that I feel prompts me; as the instructor, to take the extra steps when necessary to ensure that there is not an "absence of my presence" felt in the classroom environment.  This may mean that I will check the QFI forum every 2 hours for a span of time during required days online and also when not required to be online in discussion forum. Promptly responding to questions posed by students allows them to move forward in starting and completing an assignment. As mentioned, to my knowledge this is not a faculty requirement; however, I am only sharing what I routinely do to ensure my presence, lessen student anxiety by letting them know that they are not alone, and that "I am here with you"…Faculty presence is a critical factor in student learning…faculty absence is a barrier to online learning that can easily be removed thereby contributing to student's level of satisfaction with the online environment, the likelihood of an overall successful and enjoyable learning experience, and student recruitment and retention rates.

As an online student separated geographically from my instructor, I can recall anxiously waiting for the instructor to enter the classroom, post comments to my DQs, and to be interactive with the students but on some days, it simply did not happen. Twenty-fours and 48 hours seemed such a long time to be without correspondence from an instructor; particularly, when there were questions in need of answers or students waiting to receive feedback/comments on DQ responses. Based on my experience, I can say, students want and need to hear from instructors as quickly as possible…Faculty members may need to enhance organizational skills in order to complete the grading and return of assignments in a timely manner. In a "timely manner" refers to getting the assignments back in enough time to afford students and opportunity to incorporate corrections made on previous assignments. Students unquestionably appreciate quick responses from the instructor. In fact, I have found through my experiences that when my instructors seemed to procrastinate on returning assignments or responding to questions and DQs, my satisfaction with the course and perspective of the instructor was very low. Although online students cannot visibly see the instructor, there are ways for faculty to be "seen" and presence "felt"…this seeing and feeling aspect of is what I believe Dr. Kathleen Barclay; a colleague and publisher was writing about in a work titled:  Humanizing Distance Learning .  

My hopes are that through the sharing of strategies to increase faculty presence in the online setting will help to foster a more successful and enjoyable learning experience for self as well as each student…I believe students will greatly appreciate your efforts.  What follows are a few responses provided by my students through a few End of Course Surveys validating the significant role of faculty presence in the online environment.

• "Great teacher. Answers questions very quickly and provides ample feedback"
• "Dr. J. was always quick to respond to my questions"
• "Dr. Joyce was very helpful, prompt to answer my questions, and offered valuable feedback. She made the course easier to handle! Thank you"
• "This instructor was wonderful. Assignments were thoroughly graded, comments helped with growth toward project completion and she thoroughly answered questions….She provided feedback and answered questions quickly so assignments could be completed having necessary information. She is very professional and helpful with class information, and in the questions for the instructor which also helped in completing the class successfully"
• "This instructor did a great job of making it clear what she expected and responded to each question in depth without missing any points posed in the question. LOVE HER!!!"
• "The instructor was very prompt in answering questions. This was greatly appreciated"
• "Dr.J. is by far one of the best instructors I have ever had. She is very supportive and replies to questions usually within the same day"
• "Dr Morrison has been the best…she is always accessible and available"
• "Joyce Morrison is the best…She is clear. She is kind and encouraging and quick to respond to questions, emails, calls and with grading!"
• "Dr Morrison was a great instructor for this course. She was very prompt in responding to questions and thoroughly explained what she wanted"
• "Instruction for this course was appropriate and where there was confusion, the instructor was available for clarification promptly"
• "Amazing response time with questions and posting in the instructors section. It seemed that every question was answered in a matter of hours rather than days. I could not be more pleased with my final class"
• "Dr. Joyce Morrison has been a great instructor. She is prompt with addressing questions and returning graded assignments"
• "Dr. Joyce Morrison has been one of my greatest instructors. She has taken the time to go the extra mile when I did not quite understand an assignment. She truly cares about the students as well as their success"
• "She is extremely timely with answering questions and offering valid suggestions when I have been stuck on an assignment. Big kudos to Dr. Joyce Morrison!"

 Faculty Spotlight:

EDUCATION:

• • • • • EdD
        • MSN Nursing

AWARDS/RECOGNITION:

• 2010 and 2011-GCU Faculty Recognition Award Recipient
• 2006-2007: Appointed as a biographical candidate into the Cambridge Who's Who among Executive and Professional Women in Nursing and Healthcare and for inclusion in the upcoming 2006-2007 Honors Edition of the Registry.
• 2003 National Organization of Veterans Affairs StarBright Educational Scholarship Award (Doctoral degree).
• 2002 Nurses Week Showcase of Tucson Nurses - Elected Tucson Fabulous 50 Nurse (SAVAHCS).
• 2002 Nurses Week Showcase of Tucson Nurses Conference Speaker: Topic-Improved Care with Early Recognition of Vascular Access Device Complications: An Infection Control Approach
• 2002 - Excellence in Nursing Award: SAVAHCS
• 2001 Nurses Week Showcase of Tucson Nurses - Poster presentation: Infection Control, Cost Savings and Increased Patient Satisfaction after Initiating a Specialty Team Approach to Peripheral Intravenous Maintenance.
• 2001 - Pima Community College: Licensed Practical Nurse (LPN) Pinning Ceremony Keynote Speaker
• 2000 - Department of Veterans Affairs National Nurse Education Initiative Scholarship Award (Masters degree)

PROFESSIONAL ORGANIZATION AFFILIATION

• Nurses Organization of Veterans Affairs Education Coordinator (2004)
• SAVAHCS Infection Control Committee
• CDC/NCID/Division of Healthcare Quality Promotion (formerly Hospital Infections Program-RNS)
• Online Vascular Access Network
• Infusion Nursing Society (INS)
• Education- National Nurse Educational Initiative Board
• Arizona Academy of Leadership (Newly Approved Charter School) ~Academic Consultant.
• Sigma Theta Tau National Nurse Honor Society: Omicron Delta member

PUBLICATIONS:

• Developed Intravenous Certification Course and Manual
• Designed poster presentations of IV complications (phlebitis, infiltrations, and infections) with the goal of assisting staff nurses in the early identification, grading, intervention, reporting, and documentation of findings.
• Developed and reproduced a Patient IV Educational Brochure and posters to increase patients' awareness of potential and real complications of IV therapy. The goal of this effort is to prevent serious complications by early identification (during hospitalization and post discharge to home) and interventions.
• Developed staff educational brochures and posters pertaining to the purpose, use, and implementation of Midline and PICC catheters.
• Development and revision of IV Standards of Practice and surveillance tools that incorporates the Infusion Nurses Society's scales for ranking levels of IV-related phlebitis and infiltrations.

RESEARCH:

• 2006- Conducted an assessment of newly graduated nurses' and other preceptee's long term retention and performance of IV insertion skills resulting from instruction and practice of the IV insertion skill with the use of a "fake vein" apparatus in a non-clinical setting compared to the use of "real" patients in the clinical setting.
• September 6, 2006 - Researched, organized, and presented a multidisciplinary "Lunch and Learn" meeting with Pharmacy, SPD, and nurses from Extended Care, Oncology, Life Support Unit , Medical Units, , Clinic, IV Team, and Intensive Care Unit. The meeting purposed to introduce and discuss the possibility and feasibility of implementing Prefilled Normal Saline and Heparin Flushes. Numerous factors underpin the purpose for this meeting: (a) Infection control concerns, (b) patient safety, (c) compliance in the care and management of central venous access devices (CDC, 2002; Joint Commission and IHI Central Line Bundle; 2006), (d) minimization of attributable effects of thrombus formation in the development of central venous access complications/infection rates, (e) increase compliance in the care and management of peripheral intravenous devices (i.e., flushing per protocol), (f) time and cost-efficiency, and (g) staff nurse workload reduction.
• 2006- Provided guidance and participated in the trial and evaluation of a new Becton Dickinson  intravenous catheter to be implemented facility-wide.
• 2004-2006 -Conducted an experimental study that compared the effects of two different instructional modalities on nurses' cognitive knowledge acquisition, skill performance, effects of skill practice, if any, on level of level of skill performance, and levels of satisfaction with the assigned instructional method 
• 2005-2006 -Provided guidance and participated in the trial and evaluation of the Bard PICC by the Vascular Access team.
• Researched and developed a facility policy that reflects a systematic approach to managing Central Venous/PICC occlusion with the use of a thrombolytic instillation, Alteplase-Cathflo (t-PA)
• Researched and implemented the Midline catheter for moderate-term use for non-vesicant and dual infusions.
• Compared the effectiveness of Chloraprep vs. iodine as an antiseptic preparation for IV insertion and maintenance. This strategy and subsequent station-wide implementation was an attempt to reduce/minimize complications, subsequently patients are less likely to acquire nosocomial IV related infections and other complications.
• Evaluated the potential effects of using "Statlock" IV device securement on reduction in specific IV-related complications. The implementation of the Statlock device during central line insertion eliminated the need for physicians to use sutures. Accidental needle sticks were decreases. Patients experienced less manipulation of central lines that potentially contributes to complications associated with lumens weighing on sutures causing tension, lumens hanging unsupported, awkwardly inserted IJ lines were better secured, and dressing remained occlusive.
• Developed a task force to investigate the problem identified with phlebitis formation associated with the infusion of Amiodarone through a PIV on the medical units when compared to the infusion of Amiodarone through a Central venous catheter. 
• Member of a Veterans Health Administration Task Force/Team to observe and assess processes and protocol for "scope" sterilization in SPD, Medical Procedure Unit, and Gastrointestinal Endoscopy Outpatient Procedural Lab.