This work in progress research reports on an ongoing study with the aim to explore engineering teachers' approaches of teaching and learning online. Digitalization of higher education is a fact and raises new challenges for academics when creating education of high quality. Adopting phenomenography as a qualitative research approach, the preliminary findings suggest that teachers from the technical and engineering sciences experience teaching and learning online in four qualitative different ways. Teachers experience teaching and learning online as: A) knowledge-building units, B) isolated learning, C) pathway for learning and D) enabling changes of teaching and learning activities.