Massive Open Online Courses (MOOCs) appeared in the area of educational technologies in 2008. Until 2013, academic research into MOOCs focused mainly on their application to adults as well as students or graduates of tertiary education. However, since 2013, the rising number of K–12 students enrolled in higher education MOOCs made MOOCs a de facto reality in pretertiary education and triggered universities, governments, and MOOC providers to (a) develop MOOCs specifically designed for pretertiary education, and (b) research their potential and value in K–12 educational settings. This resulted in a notable number of K–12 MOOCs and pilot research works in the literature that focused on the potential of MOOCs in compulsory education settings, as well as on their ability to reshape and transform the current educational K–12 framework. This work seeks to (a) trace, analyze, and review the existing literature on K–12 MOOCs, (b) identify representative MOOC implementations, (c) classify and organize research trends and patterns, and (d) reveal MOOCs’ potential value and impact on K–12 settings. The research used a narrative literature review methodology in order to critically review and qualitatively analyze twenty-one research publications in a systematic manner. Analysis of relevant works demonstrated that MOOCs, under a set of prerequisites, can be effectively incorporated into and positively affect pretertiary education.

中文翻译：

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K–12 MOOC的研究趋势：已发表文献的回顾

大规模开放式在线课程（MOOC）于2008年出现在教育技术领域。直到2013年，对MOOC的学术研究主要集中于将其应用于成人以及学生或高等教育学历的毕业生。但是，自2013年以来，进入高等教育的MOOC的K-12学生数量不断增加，使得MOOC在高等教育中已成为现实，并触发了大学，政府和MOOC提供者（a）开发专门为高等教育而设计的MOOC，并且（ b）研究他们在K-12教育环境中的潜力和价值。这导致大量的K-12 MOOC和文献中的试点研究工作集中在MOOC在义务教育环境中的潜力，以及它们重塑和改造当前K-12教育框架的能力。这项工作旨在（a）追踪，分析和审查有关K-12 MOOC的现有文献；（b）确定具有代表性的MOOC实施；（c）分类和组织研究趋势和模式；以及（d）揭示MOOC的潜在价值。并影响K-12设置。该研究使用叙述性文献综述方法，以便系统地批判性地回顾和定性分析21种研究出版物。对相关作品的分析表明，在一系列前提条件下，MOOCs可以有效地纳入并积极影响高等教育。该研究使用叙述性文献综述方法，以便系统地批判性地回顾和定性分析21种研究出版物。对相关作品的分析表明，在一系列前提条件下，MOOCs可以有效地纳入并积极影响高等教育。该研究使用叙述性文献综述方法，以便系统地批判性地回顾和定性分析21种研究出版物。对相关作品的分析表明，在一系列前提条件下，MOOCs可以有效地纳入并积极影响高等教育。