critical thinking word cloud

Teaching Online Pedagogical Repository

Use Word Clouds to Enhance Critical Thinking

Tags: Assessment , Content , Critical Thinking , Discussions , Engagement , Interaction , Word Cloud , Wordle

Description

One of the major goals of higher education is to cultivate students’ critical thinking skills (Roth, 2010). In order to be prepared for the workplace and to be an informed citizen, students need to be able to base judgments, make decisions, and solve problems based on the careful critique of available evidence. Engagement, defined as the active involvement and commitment to a task, has been found to be positively related to gains in critical thinking (Tsui, 2002). In online courses, asynchronous discussions are often used to engage students in course topics and as a space to demonstrate critical thinking skills, but previous studies have found mixed results.

Incorporating word clouds, which are visual representations of text, is one strategy that may help students engage with the material in a more critical way than a typical question-and-answer format. In looking at the words in a non-linear fashion, students have less preconceived notions about the text and can make connections between key terms and ideas. Joyner (2012) found that online discussions which incorporated word clouds revealed gains in critical thinking and meaningful interaction. To review word clouds, visit Wordle .

Link to example artifact(s)

• Professor: Dr. Beatriz Reyes-Foster, Associate Professor, Anthropology, College of Sciences, UCF
• Course Title: ANT3610: Language and Culture

In this blended course, word clouds were incorporated into an online group discussion. The prompt asked students to analyze two speeches with the author names omitted (please see the Example of a Word Cloud on the left), with half of the class viewing the speeches in word cloud form only. Students were asked to guess who wrote them, when they were written, and why they were written. A second post asked them to relate course content to their analysis, and the final post asked them to reply to a peer who had reached a different interpretation. Please refer to the Instructions for Group Discussion artifact for full details.

In a recent study concerning this assignment, the word cloud groups had moderately higher scores regarding critical thinking and engagement on a survey. They also had higher scores with regards to peer interaction. Analyzing speeches in the form of word clouds forced students to articulate their thought processes and more actively process the material, since they could not rely on quotes or reference the narrative. Students were interested to see how other students arrived at their conclusions.

• For full details about this assignment and study, please review the slides from the 2014 Information Fluency conference.

These results suggest that a word cloud can be an effective strategy when the focus of the discussion is on the process of thinking rather than the product (for instance, there were instances where a student did not guess the author correctly, but did demonstrate critical thinking). It is important to be very clear with the instructions and explain why a word cloud is being used for the assignment. Following up with students is also recommended.

Link to scholarly reference(s)

deNoyelles, A., & Reyes-Foster, B. (2015). Using word clouds in online discussions to support critical thinking and engagement. Online Learning Journal, 19 (4), 1-12. https://olj.onlinelearningconsortium.org/index.php/olj/issue/view/45

Joyner, F. (2012). Increasing student interaction and the development of critical thinking in asynchronous threaded discussions. Journal of Teaching and Learning with Technology, 1 (1), 35-41.

Roth, M.S. (2010). Beyond critical thinking.  https://chronicle.com/article/Beyond-Critical-Thinking/63288/

Tsui, L. (2002). Fostering critical thinking through effective pedagogy: Evidence from four institutional case studies. The Journal of Higher Education, 73 (6), 740-763.

Post Revisions:

• August 17, 2020 @ 15:12:17 [Current Revision]
• August 17, 2020 @ 15:12:17
• July 31, 2020 @ 20:13:04
• July 30, 2020 @ 18:15:50

• Digital Offerings
• Biochemistry
• College Success
• Communication
• Electrical Engineering
• Environmental Science
• Mathematics
• Nutrition and Health
• Philosophy and Religion
• Our Mission
• Our Leadership
• Accessibility
• Diversity, Equity, Inclusion
• Learning Science
• Sustainability
• Affordable Solutions
• Curriculum Solutions
• Inclusive Access
• Lab Solutions
• LMS Integration
• Instructor Resources
• iClicker and Your Content
• Badging and Credidation
• Press Release
• Learning Stories Blog
• Discussions
• The Discussion Board
• Webinars on Demand
• Digital Community
• Macmillan Learning Peer Consultants
• Macmillan Learning Digital Blog
• Learning Science Research
• Macmillan Learning Peer Consultant Forum
• The Institute at Macmillan Learning
• Professional Development Blog
• Teaching With Generative AI: A Course for Educators
• English Community
• Achieve Adopters Forum
• Hub Adopters Group
• Psychology Community
• Psychology Blog
• Talk Psych Blog
• History Community
• History Blog
• Communication Community
• Communication Blog
• College Success Community
• College Success Blog
• Economics Community
• Economics Blog
• Institutional Solutions Community
• Institutional Solutions Blog
• Handbook for iClicker Administrators
• Nutrition Community
• Nutrition Blog
• Lab Solutions Community
• Lab Solutions Blog
• STEM Community
• STEM Achieve Adopters Forum
• Contact Us & FAQs
• Find Your Rep
• Training & Demos
• First Day of Class
• For Booksellers
• International Translation Rights
• Permissions
• Report Piracy

Digital Products

Instructor catalog, our solutions.

• Macmillan Community

Ten Active Learning Strategies Using Word Clouds

• Subscribe to RSS Feed
• Mark as New
• Mark as Read
• Printer Friendly Page
• Report Inappropriate Content

• active learning strategies
• activity idea
• bedford bits
• composition
• teaching with technology

You must be a registered user to add a comment. If you've already registered, sign in. Otherwise, register and sign in.

• Bedford New Scholars 49
• Composition 551
• Corequisite Composition 58
• Developmental English 38
• Events and Conferences 6
• Instructor Resources 9
• Literature 55
• Professional Resources 4
• Virtual Learning Resources 48

The Benefits of Using Word Clouds for Educational Purposes

As an educator, finding new and engaging ways to teach and reinforce concepts is always a top priority. Word clouds have become a popular tool in the educational setting, offering a visually appealing and effective way to analyze and visualize text. In this blog post, we’ll explore the many benefits of using word clouds for educational purposes.

Enhancing Visual Learning

One of the most significant benefits of using word clouds in education is their ability to enhance visual learning. Word clouds take a block of text and display the most frequently used words in a visually appealing way, with the most commonly used words appearing larger and bolder. This visual representation helps students to quickly and easily identify which words are most important, giving them a better understanding of the overall meaning and significance of the text.

Improving Language and Literacy Skills

Another advantage of using word clouds in the classroom is the impact they can have on language and literacy skills. By generating word clouds from a piece of literature or a student’s own writing, educators can identify key vocabulary words, themes, and concepts. This can help students to expand their vocabulary, improve their comprehension skills, and gain a deeper understanding of the text.

Encouraging Creativity and Critical Thinking

Word clouds can also be used to encourage creativity and critical thinking in the classroom. Educators can challenge students to create their own word clouds based on a specific topic or concept, requiring them to think critically about the most important words and ideas related to the subject. This not only helps to develop students’ analytical skills, but also encourages them to think creatively about how words and ideas are connected.

Facilitating Group Collaboration

Finally, word clouds can be a valuable tool for facilitating group collaboration. By generating a word cloud from a group discussion or brainstorming session, students can visually see the most commonly discussed topics or ideas. This can help to guide the conversation and ensure that all key points are addressed. Additionally, word clouds can be a useful visual aid for group projects, allowing students to easily identify the most important components of their work.

In conclusion, the benefits of using word clouds for educational purposes are numerous. From enhancing visual learning and improving language and literacy skills to encouraging creativity and critical thinking, word clouds offer a unique and valuable way to engage students in the learning process. As an educator, I have personally seen the positive impact that word clouds can have on student engagement and understanding. If you haven’t already incorporated word clouds into your teaching repertoire, I highly recommend giving them a try.

What are your thoughts on using word clouds in education? Have you seen any particular benefits in your own classroom? I would love to hear your experiences and insights in the comments below.

Related Posts

Unlocking the Power of Word Cloud Generators: How to Create Powerful Visualizations

Uncovering insights: The power of text analysis and visualization

Using Word Clouds in Online Discussions to Support Critical Thinking and Engagement

• Aimee deNoyelles
• Beatriz Reyes-Foster

Ahearn, L. (2013). Commentary: Keywords as a literacy practice in the history of

anthropological theory. American Ethnologist, 40(1), 6-12. doi:10.1111/amet.12001

Bandeen, H., & Sawin, J. (2012). Encourage students to read through use of data

visualization. College Teaching, 60, 38-39. doi:10.1080/87567555.2011.580638

Baralt, M., Pennestri, S., & Selvandin, M. (2011). Action research: Using wordles to

teach foreign language writing. Language Learning & Technology, 15(2), 12-22.

Behar-Horenstein, L.S., & Niu, L. (2011). Teaching critical thinking skills in higher

education: A review of the literature. Journal of College Teaching & Learning, 8(2), 25-41.

Bromley, K. (2013). Using word clouds in the classroom. The Utah Journal of

Literacy. 16(1), 39-41.

Brookfield, S.D. (1987). Developing critical thinkers: Challenging adults to explore

alternative ways of thinking and acting. San Francisco: Jossey-Bass.

Cleveland-Innes, M. & Campbell, P. (2012). Emotional presence, learning, and the online learning environment. The International Review of Research in Open and Distributed Learning, 13(4), 269-292.

Comer, D. & Lenaghan, J. (2013). Enhancing discussions in the asynchronous online classroom: The lack of face-to-face interaction does not lessen the lesson. Journal of Management Education, 37(2), 261-294. doi:10.1177/1052562912442384.

DaPaolo, C.A., & Wilkinson, K. (2014). Get your head into the clouds: Using word

clouds for analyzing qualitative assessment data. Tech Trends, 58(3), 38-44.

doi:10.1007/s11528-014-0750-9

Darabi, A., Arrastia, M.C., Nelson, D.W., Cornille, T., & Liang, X. (2011). Cognitive

presence in asynchronous online learning: A comparison of four discussion strategies. Journal of Computer Assisted Learning, 27(3), 216-227.

doi: 10.1111/j.1365-2729.2010.00392.x

Edyburn, D. (2010). Word clouds: Valuable tools when you can’t see ideas through the

words. Journal of Special Education Technology, 25(2), 68-72.

Ennis, R.H. (1962). A concept of critical thinking. Harvard Educational Review, 32, 81-

Ennis, R.H. (1987). A taxonomy of critical thinking dispositions and abilities. In J.

Baron & R. Sternberg (Eds.), Teaching thinking skills: Theory and practice (pp. 9-26). New York: W.H. Freeman.

Fredricks, J.A., Blumenfeld, P.C., & Paris, A.H. (2004). School engagement: Potential of

the content, state of the evidence. Review of Educational Research, 74(1), 59-109.

Gao, F., Zhang, T., & Franklin, T. (2013). Designing asynchronous online discussion

environments: Recent progress and possible future directions. British Journal of Educational Technology, 44(3), 469-483. doi: 10.1111/j.1467-8535.2012.01330.x

Hamm, S.E. (2011). Using word clouds for reflection and discussion in an online class.

Teaching Theology and Religion, 14(2), 156.

Hays, W.L. (1973). Statistics for the social sciences. New York: Holt, Rinehart, and

Winston, Inc.

Huisman R., Miller, W., & Trinoskey, J. (2011, October). We’ve Wordled, have you?

Digital images in the library classroom. College &Research Libraries News.

Retrieved from http://crln.acrl.org/content/72/9/522.full

Jablon, J.R., & Wilkinson, M. (2006). Using engagement strategies to facilitate children’s

learning and success. Retrieved from https://www.naeyc.org/files/yc/file/200603/JablonBTJ.pdf

Joyner, F. (2012). Increasing student interaction and the development of critical thinking

in asynchronous threaded discussions. Journal of Teaching and Learning with Technology, 1(1), 35-41.

Kaptein, R., Hiemstra, D., & Kamps, J. (2010). How different are language models and

word clouds? In 32nd European Conference on Information Retrieval (ECIR 2010) (pp. 556-568). Retrieved from http://link.springer.com/chapter/10.1007%2F978-3-642-12275-0_48

Lee, S-M. (2014). The relationships between higher-order thinking skills, cognitive density, and social presence in online learning. The Internet and Higher Education 21, 41-52. doi:10.1016/j.iheduc.2013.12.002

McLean, C.L. (2005). Evaluating critical thinking skills: Two conceptualizations. Journal

of Distance Education, 20(2), 1-20.

McNaught, C., & Lam, P. (2010). Using Wordle as a supplementary research tool.

The Qualitative Report. 15(3), 630-643.

Nickel, J. (2012). Word clouds in math classrooms. Mathematics Teaching in the

Middle School, 17(9), 565-566.

Perry, L. (2012). Using word clouds to teach about speaking style. Communication

Teacher, 26(4), 220-226. doi:10.1080/17404622.2012.702918

Richardson, J. & Ice, P. (2010). Investigating students’ level of critical thinking across instructional strategies in online discussions. The Internet and Higher Education 13(1-2), 52-59. doi:10.1016/j.iheduc.2009.10.009

Szabo, Z. & Schwartz, J. (2011). Learning methods for teacher education: the use of online discussions to improve critical thinking. Technology, Pedagogy and Education 20(1), 79-94. doi:10.1080/1475939X.2010.534866

Tsui, L. (2002). Fostering critical thinking through effective pedagogy: Evidence from

four institutional case studies. The Journal of Higher Education, 73(6), 740-763.

doi:10.1353/jhe.2002.0056

Viégas, F.B., Wattenberg, M., & Feinberg, J. (2009). Participatory visualization with

Wordle. IEEE InfoVis 2009. Retrieved from http://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=5290722

Waggoner, M. (2013). Cultivating critique: A (humanoid) response to the

online teaching of critical thinking. Liberal Education, 38-43.

Wise, A., Speer, J., Marbouti, F., & Hsiao, Y. (2013). Broadening the notion of

participation in online discussions: Examining patterns in learners’ online

listening behaviors. Instructional Science, 41, 323-343.

As a condition of publication, the author agrees to apply the Creative Commons – Attribution International 4.0 (CC-BY) License to OLJ articles. See: https://creativecommons.org/licenses/by/4.0/ .

This licence allows anyone to reproduce OLJ articles at no cost and without further permission as long as they attribute the author and the journal. This permission includes printing, sharing and other forms of distribution.

Author(s) hold copyright in their work, and retain publishing rights without restrictions

The DOAJ Seal is awarded to journals that demonstrate best practice in open access publishing

OLC Membership

OLC Research Center

Information

• For Readers
• For Authors
• For Librarians

critical thinking word cloud

8 years ago

Embed this word cloud

To embed this word cloud on your own website, just copy and paste the following code:

"critical thinking word cloud" Click on the link above to see this word cloud at WordItOut . You may also view it on this website if you enable JavaScript (see your web browser settings).

Word cloud made with WordItOut

Word clouds are licensed under a Creative Commons Licence . Non-commercial use is allowed, providing you include a link back to worditout.com (or this page).

A great gift idea

You may now get this word cloud on many items, such as T-shirts, mugs, cards, bags and even more! They make great custom gifts for someone special as well as personalised presents for yourself.

Find out more

If you do buy something with these affiliate links, you help WordItOut continue to run for free at no extra cost to you.

Empowering Education: Using Word Clouds in the Classroom

Education is a dynamic and ever-evolving field, with new teaching methods and tools constantly emerging to engage students and enhance their learning experience. One such tool that has gained popularity in recent years is the use of word clouds. Word clouds are visual representations of text, where the size of each word corresponds to its frequency or importance in the given content. In this article, we will explore the practical applications of word clouds in the classroom and how WordCloud.app can revolutionize the learning experience.

The Power of Word Clouds

Word clouds have a multitude of benefits in the educational setting. Firstly, they serve as a visual aid that helps students quickly grasp the key concepts, themes, and vocabulary of a particular topic. By visually representing the most prominent words, word clouds provide a snapshot of the text that can be easily comprehended and analyzed.

Furthermore, word clouds can foster creativity and critical thinking among students. The ability to manipulate and customize word clouds allows students to explore different perspectives and interpretations. They can experiment with fonts, colors, and shapes to create visually appealing representations of their own understanding and insights.

Using WordCloud.app to Enhance Learning

While there are several word cloud tools available, WordCloud.app offers a comprehensive and user-friendly platform for educators and students alike. It provides a range of exciting features that can make the learning process more engaging and effective.

With WordCloud.app, users have access to hundreds of interesting shapes, curated color palettes, and beautiful fonts. This allows for endless customization possibilities, enabling students to create word clouds that are not only informative but also aesthetically pleasing.

Additionally, WordCloud.app offers a vast library of pre-built word clouds that can serve as inspiration and starting points for students. These word clouds cover diverse topics, ranging from Halloween-related words to business values and objectives . Students can use these as blueprints and modify them according to their own interests and learning objectives.

Furthermore, WordCloud.app allows users to upload their own shape, making the word clouds truly unique and personal. Whether it’s a class mascot, a map, or a symbol representing a specific subject, students can incorporate their creativity and personal touch into their word clouds.

Why Choose WordCloud.app

WordCloud.app stands out among other word cloud tools for several reasons. Firstly, its intuitive user interface makes it easy for both teachers and students to navigate and create stunning word clouds. The platform provides a seamless experience, allowing users to focus on the educational value rather than technical hurdles.

Moreover, WordCloud.app goes beyond just creating word clouds. It offers additional features such as the ability to generate word clouds from web pages, books, or even Twitter accounts. This functionality opens up new possibilities for data analysis and exploration, enabling students to gain insights from a wide range of sources in a visually appealing format.

Lastly, WordCloud.app allows users to export and share their word clouds in various formats. Whether it’s printing on merchandise or sharing on social media, students can showcase their work and engage with a wider audience.

In conclusion, word clouds have emerged as a powerful tool in the educational landscape, revolutionizing the way students learn and engage with content. The versatility and creativity offered by WordCloud.app make it an ideal choice for educators and students looking to incorporate visual aids and enhance their learning experience. By leveraging the features and benefits offered by WordCloud.app, educators can make learning more captivating and enjoyable, while students can develop critical thinking skills and express their understanding in visually impressive ways.

Related Posts

Visualizing literary treasures: creating word clouds with classic literature quotes.

Word Clouds for Mental Wellness: Exploring the Therapeutic Benefits

Influence of Word Clouds on Critical Thinking in Online Discussions: A Content Analysis

Article sidebar.

Main Article Content

This article presents an exploratory research study about the influence of word clouds on critical thinking when they are incorporated into online discussions. In an online discussion, students were asked to critically analyze two speeches, being assigned to one of two conditions: one in which the text was linear, and one in which the text was presented in the form of word clouds. Discussions posts were coded in two blended sections of an undergraduate anthropology course to assess the type and frequency of critical thinking demonstrated therein. Students in the word cloud condition exhibited more instances of critical thinking than students in the linear condition, and more often paired articulation of thought with the citing of evidence. The paper concludes with recommendations for other educators interested in implementing a similar approach.

Article Details

• Authors retain copyright and grant the Journal of Teaching and Learning with Technology (JoTLT) right of first publication with the work simultaneously licensed under a Creative Commons Attribution License, (CC-BY) 4.0 International, allowing others to share the work with proper acknowledgement and citation of the work's authorship and initial publication in JoTLT.  
• Authors are able to enter separate, additional contractual agreements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in JoTLT.
• In pursuit of manuscripts of the highest quality, multiple opportunities for mentoring, and greater reach and citation of JoTLT publications, JoTLT encourages authors to share their drafts to seek feedback from relevant communities unless the manuscript is already under review or in the publication queue after being accepted. In other words, to be eligible for publication in JoTLT, manuscripts should not be shared publicly (e.g., online), while under review (after being initially submitted, or after being revised and resubmitted for reconsideration), or upon notice of acceptance and before publication. Once published, authors are strongly encouraged to share the published version widely, with an acknowledgement of its initial publication in JoTLT.

Beatriz M Reyes-Foster, The University of Central Florida

Aimee denoyelles, university of central florida.

Allen, I.E., & Seaman, J. (2014). Grade change: Tracking online education in the United States. Retrieved June 10, 2016 ,from http://www.onlinelearningsurvey.com/reports/gradechange.pdf

Arend, B. (2009). Encouraging critical thinking in online threaded discussions. Journal of Educators Online, 6 (1), n1.

Bandeen, H., & Sawin, J. (2012). Encourage students to read through the use of data visualization. College Teaching, 60, 38-39.

Baralt, M., Pennestri, S., & Selvandin, M. (2011). Action research: Using wordles to teach foreign language writing. Language Learning & Technology, 15 (2), 12-22.

Behar-Horenstein, L.S., & Niu, L. (2011). Teaching critical thinking skills in higher education: A review of the literature. Journal of College Teaching & Learning, 8 (2), 25-41.

Beyer, B.K. (1987). Practical strategies for the teaching of thinking. Boston, MA: Allyn and Bacon, Inc.

Bromley, K. (2013). Using word clouds in the classroom. The Utah Journal of Literacy, 16(1), 39-41.

Celentin, P. (2007). Online education: Analysis of interaction and knowledge building patterns among foreign language teachers. The Journal of Distance Education, 21 (3), 39-58.

DaPaolo, C.A., & Wilkinson, K. (2014). Get your head into the clouds: Using word clouds for analyzing qualitative assessment data. Tech Trends, 58 (3), 38-44. doi:10.1007/s11528014-0750-9

Darabi, A., Arrastia, M.C., Nelson, D.W., Cornille, T., & Liang, X. (2011). Cognitive presence in asynchronous online learning: A comparison of four discussion strategies. Journal of Computer Assisted Learning, 27 (3), 216-227. doi: 10.1111/j.1365-2729.2010.00392.x

deNoyelles, A., & Reyes-Foster, B. (2015). Using word clouds in online discussions to support critical thinking and engagement. Online Learning Journal, 19(4), 1-12.

Edyburn, D. (2010). Word clouds: Valuable tools when you can’t see ideas through the words. Journal of Special Education Technology, 25 (2), 68-72.

Facione, P. (1990). Critical thinking: A statement of expert consensus for purposes of educational assessment and instruction. Millbrae, CA: The California Academic Press.

Garrison, D.R. (2007). Online community of inquiry review: Social, cognitive, and teaching presence issues. Journal of Asynchronous Learning Networks, 11 (1), 61-72.

Gerber, S., Scott, L., Clements, D.H., & Sarama, J. (2005). Instructor influence on reasoned argument in discussion boards. Educational Technology Research and Development, 53 (2), 2539.

Hamm, S.E. (2011). Using word clouds for reflection and discussion in an online class. Teaching Theology and Religion, 14 (2), 156.

Hayes, S. (2008). Toolkit: Wordle. Voices from the Middle, 16 (2), 66-68.

Huisman R., Miller, W., & Trinoskey, J. (2011, October). We’ve Wordled, have you? Digital images in the library classroom. College &Research Libraries News.

Joyner, F. (2012). Increasing student interaction and the development of critical thinking in asynchronous threaded discussions. Journal of Teaching and Learning with Technology, 1 (1), 3541.

Kanuka, H., Rourke, L., & Laflamme, E. (2007). The influence of instructional methods on the quality of online discussion. British Journal of Educational Technology, 38 (2), 260-271.

Kaptein, R., Hiemstra, D., & Kamps, J. (2010). How different are language models and word clouds? In 32nd European Conference on Information Retrieval (ECIR 2010) (pp. 556-568). Retrieved from June 10, 2016, http://link.springer.com/chapter/10.1007%2F978-3-642-122750_48

Lai, E.R. (2011). Critical thinking: A literature review. Pearson’s Assessments. Retrieved June 10, 2016, from http://www.pearsonassessments.com/hai/images/tmrs/criticalthinkingreviewfinal.pdf

Lynch, D. J., Kearsley, G., & Thompson, K. (2011). Faculty use of asynchronous discussions in online learning. International Journal of Instructional Technology and Distance Learning, 8 (2), 17-24. Retrieved June 10, 2016, from http://www.itdl.org/Journal/Feb_11/article02.htm

Miley, F., & Read, A. (2012). Using word clouds to develop proactive learners. Journal of the Scholarship of Teaching and Learning, 11 (2), 91-110.

Nickel, J. (2012). Word clouds in math classrooms. Mathematics Teaching in the Middle School, 17 (9), 565-566.

Nussbaum, E.M., Winsor, D.L., Aqui, Y.M., & Poliquin, A.M. (2007). Putting the pieces together: Online argumentation vee diagrams enhance thinking during discussions. ComputerSupported Collaborative Learning, 2, 479-500.

Paul, R.W., & Elder, L. (2000). Critical thinking: Basic theory and instructional structures handbook. Foundation for Critical Thinking.

Perry, L. (2012). Using word clouds to teach about speaking style. Communication Teacher, 26 (4), 220-226.

Ramsden, A., & Bate, A. (2008). Using word clouds in teaching and learning. Retrieved June 10, 2016, from http://opus.bath.ac.uk/474/

Richardson, J.C., & Ice, P. (2010). Investigating students’ level of critical thinking across instructional strategies in online discussions. The Internet and Higher Education, 13 (1), 52-59.

Simpson E., & Courtney, M. (2002). Critical thinking in nursing education: literature review International Journal of Nursing Practice, 8, 89-98.

Stedman, N.L.P., & Adams, B.L. (2014). Getting it to click: Students self-perceived critical thinking style and perceptions of critical thinking instruction in face-to-face and online course delivery. NACTA Journal, 58 (3), 236-243.

Yang, Y., Newby, T., & Bill, R. (2005). Using Socratic questioning to promote critical thinking skills through asynchronous discussion forums in distance learning environments. The American Journal of Distance Education, 19 (3), 163-181.

Academia.edu no longer supports Internet Explorer.

To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to  upgrade your browser .

Enter the email address you signed up with and we'll email you a reset link.

• We're Hiring!
• Help Center

Influence of Word Clouds on Critical Thinking in Online Discussions: A Content Analysis

This article presents an exploratory research study about the influence of word clouds on critical thinking when they are incorporated into online discussions. In an online discussion, students were asked to critically analyze two speeches, being assigned to one of two conditions: one in which the text was linear, and one in which the text was presented in the form of word clouds. Discussions posts were coded in two blended sections of an undergraduate anthropology course to assess the type and frequency of critical thinking demonstrated therein. Students in the word cloud condition exhibited more instances of critical thinking than students in the linear condition, and more often paired articulation of thought with the citing of evidence. The article concludes with recommendations for other educators interested in implementing a similar approach.

Related Papers

Aimee DeNoyelles , Beatriz Reyes-Foster

Being actively engaged in a task is often associated with critical thinking. Cultivating critical thinking skills, such as purposefully reflecting and analyzing one’s own thinking, is a major goal of higher education. However, there is a challenge in providing college students opportunities to clearly demonstrate these skills in online courses. This research explores the effectiveness of incorporating word clouds—visual representations of word frequency in a given passage of text—into online discussions. We sought to establish whether implementing word clouds in online discussions would result in a higher incidence of critical thinking and engagement. Survey results from undergraduate participants (n=132) revealed that students analyzing text in word clouds reported moderately higher scores on critical thinking and engagement than students analyzing the text in a linear fashion. A positive relationship was found between critical thinking and engagement, as well as peer interaction. This strategy can be applied to a wide range of educational environments to stimulate critical thinking and engagement.

Campus-Wide Information Systems

Laura Knight Lynn

Arla Bernstein

Berlin Fang

Brian Rockette

Critical thinking as a product of student work involves analysis, interpretation, and problem solving to create new thought. There are gradations of critical thinking that score higher than others, though we consider all of them to be important towards development. The purpose of this study was to investigate the relationship among reading, writing, discourse, and reflection, and its impact on critical thinking. The researcher analyzed processes where students participated in activities that allowed for the development and demonstration of critical thinking skills. This mixed methods study was conducted in a Mid-western school district with eighth grade students for the duration of one school year. It examined how students engaged in critical thinking through online written discourse. Students shared their ideas about a topic in synchronous formats. Data sources included typed online student conversations, surveys, rubric scores, and interviews with students. Based upon the data col...

Laura Schindler

Dr Nazanin Ghodrati

DR. FAIZAH MOHAMAD

This paper presents an investigation of whether computer mediated communication (CMC) can develop critical thinking in language classrooms. The research was conducted at a university branch campus in Malaysia over a period of 12 weeks. It involved three groups of learners in which each group was exposed to different discussion modes. The first group was exposed to a CMC discussion mode, the second group was exposed to a mixed mode of CMC and face-to-face (F2F) discussions and the third group had only the face-to-face mode of discussion. The critical thinking development in these three conditions was evaluated based on the content analysis method used by Newman, Johnson, Cochrane and Webb (1995). This research reports the findings which hopefully will give some insight to other teaching practitioners who are interested in incorporating IT in their classrooms.

The Journal of Educators Online

Bridget Arend

RELATED PAPERS

Radio physics and radio astronomy

Y. M Yampolsky

Revista Panamericana de Salud Pública

Marli Navarro

Computers & Structures

Mohammed Zikry

Jual Saung Minimalis Bahan Kayu Kelapa Nganjuk

Jual Gazebo Minimalis Call. 0815 5543 6087

Hlomani Hlomani

photographies

Alison V Dean

Miguel Angel Jara

Sugeng Riyadi

Nurul Hikmaa

Comparative Biochemistry and Physiology Part C: Toxicology & Pharmacology

John Casseday

International Journal of Language & Linguistics

Matthew McGuire

magdalena vargas

Tạp chí Nghiên cứu và Thực hành Nhi khoa

GS.TS. Nguyễn Thanh Liêm

PLOS Neglected Tropical Diseases

aliyu Bello Mohammed

Al-Kauniyah: Jurnal Biologi

Elena Atroshchenko

G. Van Driessche

Jinwei Feng

Journal of Technical Education Science

Huỳnh Tấn Hưng

Women's Studies International Forum

The Annals of Iowa

Mitch Kachun

Médecine et Maladies Infectieuses

Pablo Ortega-Deballon

Jose A Hernandez

Scientific reports

Angela lorena Rojas sanabria

Bernadette Rigal-Cellard

RELATED TOPICS

•   We're Hiring!
•   Help Center
• Find new research papers in:
• Health Sciences
• Earth Sciences
• Cognitive Science
• Mathematics
• Computer Science
• Academia ©2024

Revolutionizing Word Clouds for Teaching and Learning with Generative Artificial Intelligence: Cases from China and Singapore

Ieee account.

• Change Username/Password
• Update Address

Purchase Details

• Payment Options
• Order History
• View Purchased Documents

Profile Information

• Communications Preferences
• Profession and Education
• Technical Interests
• US & Canada: +1 800 678 4333
• Worldwide: +1 732 981 0060
• Contact & Support
• About IEEE Xplore
• Accessibility
• Terms of Use
• Nondiscrimination Policy
• Privacy & Opting Out of Cookies

A not-for-profit organization, IEEE is the world's largest technical professional organization dedicated to advancing technology for the benefit of humanity. © Copyright 2024 IEEE - All rights reserved. Use of this web site signifies your agreement to the terms and conditions.

• Entertainment

Enhancing Classroom Engagement: Collaborative Word Clouds and Exciting Games to Play in Class

In the dynamic world of education, embracing innovative teaching tools and interactive activities is essential to engage students effectively. Collaborative word clouds and interactive classroom games are two potent resources that educators can utilize to create an engaging and vibrant learning environment. In this article, we explore the significance of collaborative word clouds and present a collection of fun and educational games to play in class, all of which are designed to foster active participation and enhance the learning experience .

Collaborative Word Clouds: Enhancing Learning Interactivity

Collaborative Word Cloud Collaborative Word Cloud tools have emerged as an invaluable asset for educators seeking to make learning more interactive and engaging. By using these tools, teachers can promote active participation, enhance critical thinking, and stimulate creativity within the classroom.

Collaborative word clouds are a visual representation of a topic or theme created by a group of participants, where each person contributes words or phrases related to the subject. These word clouds provide a captivating way to explore and consolidate knowledge. They are particularly effective for brainstorming, vocabulary expansion, and reinforcing key concepts.

Utilizing collaborative word cloud tools empowers students to work together, share their ideas, and gain a deeper understanding of various subjects. The interactive nature of word clouds encourages students to engage with the material actively.

Games to Play in Class: Learning Through Fun and Interaction

Education doesn’t have to be boring. In fact, when learning is enjoyable, it’s often more effective. Playing games in the classroom Games to play in class is a fantastic way to achieve this goal. Here are some exciting and educational games that educators can incorporate into their teaching strategies:

Collaborative Word Cloud Guessing Game: Challenge students to create word 

clouds on various subjects and have their classmates guess the topic based on the cloud’s content. This game promotes teamwork and critical thinking while exploring a wide range of subjects.

Word Cloud Vocabulary Race: Enhance students’ vocabulary by conducting a competition where they create word clouds filled with synonyms for a given word. The group with the most synonyms in their cloud wins the round, while everyone learns new words along the way.

Story Starters with Word Clouds: Encourage creativity and storytelling by having students use word clouds as prompts for their narratives. Each group’s word cloud can serve as the starting point for a unique story, fostering imagination and public speaking skills.

Word Cloud Charades: Combine word clouds with the classic game of charades. Students act out words or phrases from a word cloud created by their peers, enhancing communication and comprehension skills.

By integrating these games into the classroom experience, educators can create a dynamic and engaging learning environment where students actively participate, learn collaboratively, and enjoy the educational process .

In conclusion, collaborative word clouds and interactive classroom games provide an excellent means of enhancing the educational experience. Collaborative word clouds engage students in an interactive exploration of various subjects, while classroom games make learning enjoyable and effective. By embracing these innovative teaching tools and strategies, educators can foster a love of learning, critical thinking, and creativity among their students, ultimately shaping the lifelong learners and leaders of tomorrow.

Related Post

Remington & dixon: empowering clients through comprehensive legal representation, unveiling authenticity: the journey of coming out and finding community, from concept to creation: the journey of your landscape makeover, leave a reply cancel reply.

Save my name, email, and website in this browser for the next time I comment.

Type above and press Enter to search. Press Esc to cancel.