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Humanisation (i.e., cultivating humanness and goodness in teaching and learning) is central to education. In modern times, when technology is reshaping our world, addressing humanness is especially important as we face crucial decisions regarding the quo Vadis of education and society. This study explored the pedagogical affordances of online technology through humanist-dialogic philosophical lenses. In this way, it became possible to get insight into what matters when we design for meaningful, rich and empowering online learning experiences coined as 'flow'. In particular, the research focused on exploring the relationship between learning experiences and design choices in a Small Private Online Course (SPOC) context to understand how we can teach and learn better in the Internet era. The study employed a design-based research (DBR) methodology incorporating three teaching experiments. The design framework for Teaching Experiment 1 was informed by the literature analysis about effective learning designs for MOOCs and SPOCs. The design frameworks for Teaching Experiments 2 and 3 (including intervention) were informed by design principles derived from Teaching Experiment 1 and the literature about dialogic learning. The data were collected from Business students at two Finnish universities using semi-structured interviews, an online questionnaire, and a feedback form. Analysis of the research data (using constant comparison and chiasm methods) produced a practical theory model called Humanisation of Online Learning (HOL). The HOL model suggests an innovative approach to creating 'flow' using four principles: (1) freedom, which describes learners' ability to pursue their preferences in learning in agreement with personal learning styles, goals, and situations; (2) care, which denotes learner's ability to make connections to the learning process and its participants ; (3) joy, which refers to learner's ability to stay enthusiastic and optimistic in learning; and (4) expansion, which concerns learners' ability to expand understanding of knowledge and themselves. The findings from this study provide a solid evidence base for future research and practice in online learning to benefit teachers, teacher educators, learning designers and institutional policymakers.