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Online learning has come to stay in a technologically advancing world with increasing populations. The search for ways to make online learning more efficient and effective in some developing countries continues as the accompanying issues in developing country contexts abound. This paper explores the issues that underlie online learning management in a developing country context, focusing on the Moodle, Sakai and Zoom platforms used in some selected public universities in Ghana.

The study relied on the qualitative approach to data collection and a descriptive design for analysis. Using the social constructivism theory, the paper discussed the critical issues students, and to a lesser extent, instructors encounter in their engagement on these platforms for academic learning.

The study found that the inefficient use of these platforms is due to several factors including the high cost of data, poor perception of the quality of online learning compared to traditional in-person contacts, poor attitude of students, low participation in online learning, lack of computers and poor internet connectivity among others.

It is important to mention that this study was limited to some selected public universities in Ghana. Data could have been collected from a wider sample including other Ghanaian tertiary institutions or some other developing countries. The similarity of study outcomes in other developing countries, however, suggests that similar results would have been obtained in an international sample.

Despite the robustness of the Learning Management systems in place, the evidence suggests that their utilisation is far less than optimal. However, with relevant policies and the provision of needed technical support, training, provision of equipment like computers for use by both students and instructors and efficient internet connectivity, the LMS platforms could be more efficient for online learning.

The authors conducted this research using original data from interviews in the selected public universities in Ghana. The data was meant to inform the discussion on some of the critical issues that underlie online learning in a developing country context. Although the study relied on data from selected public universities in a single country, its outcomes reflect fundamental issues of online learning in a developing country context which find relevance in available study outcomes.

This study aims to investigate the effect of color temperature on consumption. Color is one of the most powerful elements of sensory marketing. However, how warm and cool colors drive consumer indulgence and interact with other visual cues is minimally understood.

This research conducts six experiments to investigate the effect of eight warm and cool colors and the effect of warm/cool color’s interaction with reflectance on indulgent consumption/use in various retail environments.

Studies 1a and 1b support the contrasting effects of warm vs cool colors on consumers’ indulgent consumption. Studies 2a and 2b establish the serial mediating role of arousal and self-reward focus in the color-indulgence relationship. Study 3a demonstrates the interactive effect of warm (vs cool) colors and glossy (vs matte) reflectance on consumer indulgence, and Study 3b confirms how glossy (vs matte) reflectance moderates the serial mediating effect of arousal and self-reward focus in the color-indulgence relationship.

This research contributes to the growing stream of research on the visual aspect of sensory marketing, especially color, and advances the theoretical knowledge of how color could be used effectively to influence consumer indulgence.

This research provides actionable managerial implications on the effective use of warm and cool colors and glossy and matte reflectance to influence consumer indulgence.

This research advances the theoretical and empirical knowledge of color’s interaction with other visual sensory cues and the underlying psychological processes shaping consumer indulgence.