Heterogeneous online learning environments such as Go-Lab foster student-centered and exploratory STEM education through the promotion of Inquiry Learning. Although the learner is encouraged to create learning objects such as concept maps or hypotheses, the interpretation and reflection on them is complicated by differences in their form of representation. This work presents the ConceptCloud app which aggregates learner-generated textual objects by constructing atag cloud visualization and simplifying reflective processes. In order to validate this approach, au ser study examines the app in aclassroom scenario. The results reveal alow involvement of the ConceptCloud in the learning process, which might indicate the necessity of more guidance to increase learners engagement and awareness of the app. The teachers perspective is receivedpositively,since theyfelt supported in supervising students activities and facilitating at eacher-led inquiry approach trough usage of the CC.