Online synchronous learning presents unique challenges when teaching creative fields such as design and copywriting. Creative education characteristically involves individual expression, informal group collaboration, and praxis-driven experiential learning. However, the online environment dehumanises the experience, reducing opportunities for essential social interaction and community development, which impacts on engagement and the learning experience. This paper aims to build on previous research in the humanising of online education, by examining strategies for enhancing social presence in the classroom, specifically in fields of creative education. Observations on student engagement were made by the author of this paper, as one of the instructors delivering an online short course in copywriting at a private institute of higher education in South Africa. A reflection of the course experience revealed that students were remarkably eager to share ideas, opinions and answers during online synchronous sessions. Despite the class numbers exceeding 300 students per session, a high level of engagement was experienced throughout the course. A quality assessment questionnaire reported positive feedback from the students who found the course to be rewarding and engaging, with notable value found in the practical examples shared. Based on the theoretical framework of community of inquiry, a positive social presence was created that established a sense of belonging and trust. This environment effectively encouraged collaboration between participants to actively construct individual meaning. This paper reflects on the approach utilised by the instructors to help humanise the virtual learning environment. This case study critically reflects on the success of this copywriting course by observing the dimensions of social presence in the online learning space, specifically in fields of creative study such as design and copywriting. The paper contributes to theory on humanising pedagogy and confirms the pivotal role of the online instructor in enhancing engagement, by acknowledging the student as a whole human, with consideration of emotional dimensions, and lived experiences. The humanising role of the instructor when teaching through technology makes a significant contribution to the student learning experience.