E-learning is the direct result of the integration between technology and education. The lifelong learning process for older people should consider employing e-learning activities. The objective of this work was to identify the pedagogical processes involved in e-learning activities in learning environments used by elderly people. The literature search resulted in 826 papers. Ten studies were selected for the qualitative synthesis. The research method used was PRISMA. The results point out that: the need to adapt e-learning content to different cognitive skills; the interface of virtual learning environments must be adaptive; the level of knowledge of older people must be considered; communication features such as forums, chats and message exchange must be considered; face-to-face meetings should be offered to remedy possible difficulties in the use of technological resources; the use of explanatory tutorials on communication tools and teacher assistance in mediations should be observed; there is a need to use interactive materials; activities that foster collaborative dynamics must be encouraged; and themes suggested by the elderly that enable self-knowledge should also be adopted. Although an article investigated indicates the opposite, it was found that e-learning is well accepted by the elderly, adding many advantages for the development of digital skills.