Determining the content type preferences of adult learners in online learning environments makes important contributions to presenting adaptive content to adults. In this research, content type preferences and interaction patterns of adults in online learning environments were determined. Video, interactive video, textual content, presentation, and video conference as content type and self-efficacy, self-learning, learner control, and motivation were handled. Adult learners' patterns between content type preferences and psycho-educational constructs were determined with Configural Frequency Analysis. Adults who have low level in each of the psycho-educational constructs prefer only one of the interactions such as video, presentation and video-conference. It was determined that adult learners, who have high level in each of the psycho-educational structures, preferred video-conference at a low level.