Purpose: The purpose of this paper is to examine students' experiences with a case-enhanced e-learning environment in a higher-education institute. Design/methodology/approach: In total, 67 graduate students volunteered to take part in this experiment. The participants were assigned to treatment groups using tutorial with case-based learning (CBL) module or comparison groups using tutorial only. They completed a background survey, a technological proficiency survey, a pre- and post-knowledge test, and a learner perception survey of the e-learning environment. Findings: The present study found a significant increase in the level of domain knowledge in both a tutorial-only group and a tutorial with CBL module group. The tutorial with CBL group scored significantly higher on learners' perceptions of the e-learning environment in terms of ease of use, satisfaction, and usefulness. In addition, the results of the use of a CBL module based on individual differences such as gender, degree level, and information technology self-efficacy are discussed. Practical implications: Designing an e-learning environment for adult learners needs to consider their needs and motives. Adult learners who have specific learning goals tend to be more satisfied with an interactive and supportive e-learning environment using real cases, rather than sequential and less flexible e-learning only. Originality/value: This paper describes an e-learning system including the case module to enhance learner's satisfaction and knowledge. The paper contributes to the literature on CBL in adult learning and higher education context and in the design of a practical learning environment for user satisfaction. (Contains 2 tables and 3 figures.)