An extensive literature has explored and analyzed the predictors of e-learning success in the context of higher education. However, research is scarce on investigating direct and mediating roles and key aspects related to lifelong learning deployed within Virtual Learning Environments at the workplace. Building on a constructivist assumption of learning and on Transactional Distance Theory, a research model is developed to assess the determining effects of instructor’s support, e-learners online interactions, learner self-motivation and perceived stress on e-learner satisfaction. 318 responses were collected from e-learners in the context of LLL in the tourism and hospitality sectors in France and subjected to structural equation modeling. Main results show the positive determining effects of instructor’s support, e-learners online interactions, learner self-motivation on e-learner satisfaction. Whereas, perceived stress impacts directly and negatively e-learner satisfaction and moderates the effect of self-motivation on e-learner satisfaction. For instance, perceived stress is nurtured and not reduced by e-learners interactions