The way we learn new skills is constantly evolving, which is partly caused by the technology in our hands. Shift towards on-demand learning like “learn when I need it”, “learn when I can”, “learn by doing” or “learn when I have time to focus” has been possible by enabling flexible study environments. Our focus to learn is greatly affected by the abundance of information that has been made available through different sources. The lecturer has played a key role in selecting the required information and teaching a particular skill as defined by a learning outcome. However, to accommodate the technological aspect, the change in ways we used to learn causes the need for a change in teaching delivery as well. By offering full e-learning courses (“learning when I can”), which are built up as project-based learning (“learn by doing”) we can fill up some of the gaps with the danger of introducing new ones. In this research we look at the evolvement of various, full e-learning Moodle courses made for engineering students and conducted throughout several years for different study groups (study program, gender, mandatory/optional course, group size). In addition, the use of e-learning is looked at from the COVID-19 perspective (including preceding and following periods). Comparative studies are carried out to show the importance (or necessity) of selected teaching methodology component(s) and how it helps (or demotivates) to support the learning process in a flipped, virtual classroom but also how it may affect the efficiency of teaching itself.