Computer science (CS) is increasingly becoming part of the curricula of K-12 education in different countries. However, there are few K-12 CS teachers, and tools to offer K-12 CS education are often limited. Massive Open Online Courses (MOOCs) might help to temporarily address these challenges, and enable more schools to offer CS education. The goal of this systematic review is to give an overview of how CS MOOCs have been used in K-12 education. Nineteen papers from 2014 to May 2024 were included, describing thirteen different MOOCs. This review summarizes the research performed with these MOOCs and discusses directions for future research. Our findings show that most CS MOOCs target only part of the CS curriculum. When using a MOOC, a classroom teacher has an important role in supporting and managing students as they work in the MOOC. Research evaluating MOOCs is diverse, both in aims and in methods. In conclusion, MOOCs can play a valuable role in K-12 CS education, although additional teacher training to support students might be required. Moreover, additional learning material is needed to cover the full curriculum, as most MOOCs focus on programming and computational thinking.

翻译：计算机科学正日益成为各国K-12教育课程体系的组成部分。然而，目前K-12阶段的计算机科学教师数量有限，且可用于开展K-12计算机科学教育的工具往往较为匮乏。大规模开放在线课程可能有助于暂时应对这些挑战，并使更多学校能够开设计算机科学课程。本系统综述旨在概述计算机科学慕课在K-12教育中的应用现状。研究纳入了2014年至2024年5月期间的19篇文献，共涉及13门不同的慕课课程。本文综述了围绕这些慕课开展的研究，并探讨了未来研究方向。研究发现，大多数计算机科学慕课仅涵盖计算机科学课程体系的部分内容。在使用慕课时，课堂教师在学生参与慕课学习过程中承担着重要的支持与管理职责。针对慕课的评估研究在目标与方法上均呈现多元化特征。综上所述，慕课可在K-12计算机科学教育中发挥重要作用，但可能需要额外的教师培训来支持学生学习。此外，由于现有慕课多侧重于编程与计算思维，仍需补充其他学习材料以覆盖完整的课程体系。