O’Neill, D.K, Reinhardt, S. & Jayasundera, K. (2021): What undergraduates say about choosing an online or in-person course: qualitative results from a large-sample, multi-discipline survey, Higher Education Research & Development, DOI:10.1080/07294360.2021.1896484

O'Neill, D.K., Lopes, N., Nesbit, J., Reinhardt, S., & Jayasundera, K. (2021). Modeling undergraduates' selection of course modality: A large sample, multi-discipline study. The Internet and Higher Education, 48, 100776. The Internet and Higher Education, 48. doi:10.1016/j.iheduc.2020.100776

Sheryl Guloy, Gregory Hum & D. Kevin O’Neill (2019): Voices at the gate: Faculty members’ and students’ differing perspectives on the purposes of the PhD comprehensive examination. Assessment & Evaluation in Higher Education, DOI:10.1080/02602938.2019.1637819

O'Neill, D.K. (2019). To be genuine in artificial circumstances: evaluating the theatre analogy for understanding teachers’ workplace and work. Journal of Curriculum Studies, 1-14. doi:10.1080/00220272.2019.1567819

Derban, E., & O’Neill, D.K. (2018). Technology Disruptions and Elementary Teachers' Problem Solving in an Urban Canadian District: A Case Study. Journal of Research on Technology in Education, 1-19. doi: 10.1080/15391523.2018.1525327.

O'Neill, D. K. (2017). 21st Century Bunkum: What do we value about kids learning to code, and why? Teacher Learning and Professional Development, 1(2), 111-116.  Available: http://journals.sfu.ca/tlpd/index.php/tlpd/article/vi

O'Neill, D. K., & Feenstra, B. F. (2017). “Honestly, I Would Stick with the Books”: Young Adults’ Ideas About a Videogame as a Source of Historical Knowledge. Game Studies, 16(2). Retrieved from http://gamestudies.org/1602/articles/oneilfeenstra

O'Neill, D. K. (2017). 21st Century Bunkum: What do we value about kids learning to code, and why? Teacher Learning and Professional Development, 1(2), 111–116. Retrieved from http://journals.sfu.ca/tlpd/index.php/tlpd/article/view/14/pdf

Saghafian, M. & O’Neill, D.K. (2017). A phenomenological study of teamwork in online and face-to-face student teams. Higher Education. http://dx.doi.org/10.1007/s10734-017-0122-4

O'Neill, D. K. (2016). When form follows fantasy: Lessons for learning scientists from modernist architecture and urban planning. The Journal of the Learning Sciences, 25(1), 133–152. doi:10.1080/10508406.2015.1094736
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O’Neill, D.K. and Sai, T.S. (2014). Why not? Examining college students’ reasons for avoiding an online course. Higher Education. 68(1), 1–14.

O’Neill, D.K., Guloy, S. and Sensoy, Ö (2013). Strengthening Methods for Assessing Students’ Metahistorical Conceptions: Initial Development of the Historical Account Differences Survey. The Social Studies, 105(1), 1–14

O'Neill, D. K. (2012). Designs that fly: what the history of aeronautics tells us about the future of design-based research in education. International Journal of Research & Method in Education, 35(2), 119–140.

O'Neill, D. K. (2011). Local social capital through e-mentoring: an agenda for new research. Learning, Media and Technology, 36(3), 315–321.

O'Neill, D. K., Asgari, M., & Dong, Y. R. (2011). Trade-offs between perceptions of success and planned outcomes in an online mentoring program. Mentoring & Tutoring: Partnership in Learning, 19(1), 45–63.

Forde, C. J., & O'Neill, D. K. (2011). Uses of a private ‘‘virtual margin” on public threaded discussions: An exploratory lab-based study. Computers in Human Behavior, 27(1), 176–184.

O’Neill, D.K. and Weiler, M.J. (2006). Cognitive tools for understanding history: What more do we need? Journal of Educational Computing Research 35(2), 179–195.

O'Neill, D.K., Weiler, M.J., and Sha, L. (2005). Software support for online mentoring programs: A research inspired design. Mentoring & Tutoring 13(1), 109–132.

O'Neill, D.K. and Polman, J.L. (2004). Why educate "little scientists?": Examining the potential of practice-based scientific literacy. Journal of Research in Science Teaching 41(3), 234–266.

O'Neill, D. K., & Harris, J. B. (2004). Bridging the perspectives and developmental needs of all participants in curriculum-based telementoring programs. Journal of Research on Technology in Education, 37(2), 111–128

O'Neill, D. K. (2004). Building social capital in a knowledge-building community: Telementoring as a catalyst. Interactive Learning Environments, 12(3), 179–208.

O’Neill, D.K. (2001). Knowing when you’ve brought them in: Scientific genre knowledge and communities of practice. The Journal of the Learning Sciences, 10(3), 223–264.