| Student-centred learning: What does it mean for students and lecturers G O’Neill, T McMahon Dublin: Aishe, 2005 | 1057 | 2005 |
| Curriculum Design in Higher Education: Theory to Practice G O'Neill UCD Teaching & Learning, University College Dublin. 1, 184, 2015 | 184 | 2015 |
| Using observation of teaching to improve quality: Finding your way through the muddle of competing conceptions, confusion of practice and mutually exclusive intentions T McMahon, T Barrett, G O'Neill Teaching in higher education 12 (4), 499-511, 2007 | 175 | 2007 |
| Emerging issues in the practice of university learning and teaching G O'Neill, S Moore, B McMullin All Ireland Society for Higher Education (AISHE), 2005 | 122 | 2005 |
| Initiating curriculum revision: exploring the practices of educational developers G O'Neill International Journal for Academic Development 15 (1), 61-71, 2010 | 115 | 2010 |
| Guide to taxonomies of learning G O’Neill, F Murphy | 98 | 2010 |
| Programme design: Overview of curriculum models G O’Neill UCD Teaching and Learning/Resources: www. ucd. ie/teaching, 2010 | 73 | 2010 |
| Supporting programme teams to develop sequencing in higher education curricula G O’Neill, R Donnelly, M Fitzmaurice International Journal for Academic Development 19 (4), 268-280, 2014 | 62 | 2014 |
| Giving student groups a stronger voice: Using participatory research and action (PRA) to initiate change to a curriculum G O’Neill, S McMahon Innovations in Education and Teaching International 49 (2), 161-171, 2012 | 41 | 2012 |
| Diversifying assessment methods: Barriers, benefits and enablers G O’Neill, L Padden Innovations in education and teaching international 59 (4), 398-409, 2022 | 34 | 2022 |
| It’s not fair! Students and staff views on the equity of the procedures and outcomes of students’ choice of assessment methods G O’Neill Irish Educational Studies 36 (2), 221-236, 2017 | 30 | 2017 |
| A pilot study to evaluate the introduction of an interprofessional problem-based learning module T Cusack, G O’Donoghue, ML Butler, C Blake, C O’Sullivan, K Smith, ... | 30 | 2012 |
| A practitioner’s guide to choice of assessment methods within a module G O'Neill UCD Teaching and Learning, 2011 | 27 | 2011 |
| Seeing the landscape and the forest floor: Changes made to improve the connectivity of concepts in a hybrid problem-based learning curriculum G O'Neill, W Hung Teaching in Higher Education 15 (1), 15-27, 2010 | 27 | 2010 |
| Standing on the precipice: evaluating final-year physiotherapy students' perspectives of their curriculum as preparation for primary health care practice S McMahon, G O'Donoghue, C Doody, G O'Neill, T Barrett, T Cusack Physiotherapy Canada 68 (2), 188-196, 2016 | 26 | 2016 |
| Peer-assisted tutoring in a chemical engineering curriculum: Tutee and tutor experiences P Kieran, G O'Neill Journal of Peer Learning 2 (1), 40-67, 2009 | 24 | 2009 |
| Programme design G O’Neill Overview of curriculum models, 2010 | 22 | 2010 |
| The development of a standardised assessment of hand function G O'Neill British Journal of Occupational Therapy 58 (11), 477-480, 1995 | 20 | 1995 |
| Passing the baton: a collaborative approach to development and implementation of context-specific modules for graduate teaching assistants in cognate disciplines G O’Neill, M McNamara Innovations in Education and Teaching International 53 (6), 570-580, 2016 | 18 | 2016 |
| Developing a national understanding of assessment and feedback in Irish higher education MT O’Neill G, McEvoy E Irish Educational Studies 39 (4), 495-510, 2020 | 17 | 2020 |
