The California Virtual Campus-Online Education Initiative

The California Virtual Campus – Online Education Initiative (CVC-OEI) is a collaborative effort among California Community Colleges (CCCs) to ensure that significantly more students are able to complete their educational goals by increasing both access to and success in high-quality online courses.

The California Community College participating in the CVC-OEI  have  access to shared resources as listed below:

  • Shared resources such as the OEI Course Design Rubric, online learner readiness tutorials and @ONE workshops OR
  • Shared resources and Canvas, the state’s common course management system OR
  • Shared resources, Canvas, and the OEI Consortium which includes the CVC Exchange.

The OEI Course Design Rubric was developed in 2014 by the OEI Professional Development work group to ensure that all courses offered as part of the initiative promote student success and meet existing regulatory and accreditation requirements. I has under gone revisions and updates since then in response to changes in available instructional technology and feedback from both instructors and reviewers.

Courses that are peer reviewed and aligned to the OEI Course Design Rubric:

  • have met the CCC’s highest level of design standards to support online student success and
  • can be made available for cross enrollment to students at participating colleges.

The rubric is divided into four sections:

OEI Rubric Sections


(Click this link for Section D1-D3)

(Click this link for Sections D4-D16)

Section A: Content Presentation

The 14 elements for quality course design in this section address how content is organized and accessed in the course management system. Key elements include course navigation, learning objectives, and access to student support information.

Subsection A Unit Level Objectives
  • Incomplete: Objectives are not included in individual learning units.
  • Aligned: Objectives are included in the individual learning units. Objectives have to tie into TOPIC to be learned. They should state what the student will be able to do after completing the Unit and should hone in on what the student will do to be evaluated.
  • Additional Exemplary Elements: Objectives are consistently placed and easy to locate in each learning unit

Section B: Interaction

  • The six elements in this section addresses instructor-initiated and student-initiated communication. Key elements of quality course design covered in this section include regular effective contact, both between and among instructors and students.
Subsection B Unit Level Objectives
  • Click above heading for POCR (Peer Online Course Review) Subsection B Unit Level Objectives

Section C: Assessment

The eight elements in this section address the variety and effectiveness of assessments within the course. Key elements include the alignment of objectives and assessments, the clarity of instructions for completing activities, and evidence of timely and regular feedback.

Following a review by a team of trained faculty peer reviewers, each element in Sections A-C will be marked in one of three ways:

  • Incomplete: The element is missing or present to a degree that does not adequately support student success in online learning.
  • Aligned: The element is present and effectively designed to support student success in online learning.
  • Additional Exemplary Elements: This description recognizes design choices that are aligned and go even further to enhance the student experience in the online learning environment.
Subsection C Unit Level Objectives
  • Click above heading for POCR (Peer Online Course Review) Subsection C Unit Level Objectives



The 16 elements in this section are reviewed to determine if a student using assistive technologies will be able to access the instructor’s course content as required by Section 508 of the Rehabilitation Act of 1973 (also knows as 508 Compliance). The accessibility elements in Section D focus on instructor-generated content that is primarily under the control of faculty when developing a course. Since Section D addresses elements that are required to be present, the elements in this section, when applicable are only marked as Incomplete or Aligned.

Resources for making Canvas pages and documents accessible can be found on the Yuba College DE Website pages: Section D1-D3, and Sections D4-D16

Side Effects from Eleonora Stella Hariyono Oei on Vimeo.