The purpose of this study is to ascertain the variables that influence adult learners’ continuing use of online learning environments. The participants were 307 Turkish students of a non-thesis masters’ in a distance education program. The J48 algorithm in WEKA data mining software were used to analyse the data. As a result of the research, it was determined that variables such as perceived value, system quality, confirmation, and age did not have a significant effect on the intention to use the online learning system, while satisfaction, perceived usability, utilitarian value, information quality, outcome expectations, and service quality did. This finding indicates the importance of emotion generated by their interaction with the e-learning system, adult learners' self-development expectations, usability characteristics of the e-learning system, information and service quality, and outcome expectations. The TAM, ECM, Updated IS, model, SDT, SCT all of appear to be significant predictors of adult learners' continuance intentions. This result reveals that lifelong learners' personal development expectation, the emotion generated as a result of their interaction with the e-learning system and the user-oriented design of the e-learning system are important. In other words, it is concluded that the intersection of instructional design, information technologies and marketing disciplines is important in predicting lifelong learners' intention to use e-learning systems regardless of age or gender.