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Fuelled with technology, education in India is taking a big leap. There is a paradigm shift in education which is changing from a closed teacher-centred model to a model more open and student-centred. The use of technology and growing internet penetration in India, is instituting new ways of teaching and learning. India is a young nation where millennials’ contribution is particularly noteworthy. An April 2017, Morgan Stanley report, India is projected to have 410 million millennials, with an annual spending of $330 billion by 2020. Millennials are always connected to the internet, via smartphones, seeking instant gratification for almost everything—from education to entertainment. A study conducted jointly by the Retailers Association of India (RAI) and Deloitte in 2018, indicates that Indian Millennials spends around 17 hours online every week. Statista highlights that in 2018, India had 483 million internet users and this figure is projected to grow to 666.4 million internet users in 2023. The rapid internet penetration in India has made it possible for teachers and students to use digital formats for imparting education. India is a young country on the move. India is the land of greatest opportunities in the field of education as it has the world’s largest population of around 500 million which falls in the age bracket of 5-24 years as reported by IBEF (2019). Therefore, online learning mechanism is a booming sector in India. The integration of internet services in teaching practices can be seen in the growing adoption of online assessment being preferred by both teachers and students. Ubiquity of technology like mobile phones, tablets, personal computers, etc. has made the transition to online testing format easier. Online assessments provide ease of grading and evaluation to teachers while on the other hand, students are at ease as they can write their tests and submit assignments at their comfort. Online assessment has several advantages attached to its usage which has encouraged the transition from paper-pencil tests to the online medium, such as quick turnaround of results, easy to deliver and administer tests, reduction in paper costs, flexibility and so on. But no positive change comes without significant challenges. Online testing has its own share of challenges too. Online medium of education involves participation at a distance which requires self-discipline and thus the main challenges that students face are time management and procrastination (e.g., Doherty, 2006). In academics, Procrastination is found to a common phenomenon as students are required to regularly meet deadlines for assignment completion accompanied by several events and activities which competes for the students’ attention and time (Gafni and Geri, 2010). Prior literature has analysed learning behaviour of students in e-learning systems by using data logs. Hershkovitz and Nachmias (2009) used data logs of 674 students in order to trace student’s learning behaviour and learning experience. Ben-Zadok, Leiba, and Nachmias (2010) in their study analysed how the behaviour of students logging from home versus those logging from school are different. Gafni and Geri (2010) investigated the time element in online assignments and activities. These are few fruitful studies in this arena, but still there is a dearth of research on the usage of e-learning systems’ data logs to investigate issues related to online exams in Indian context. Thus, the main contribution of this study is analysing empirical results on procrastination in the context of online exams from a data set by applying business analytics. Business analytics by using data logs can provide better analysis for investigating procrastination in various online assignments. The results can provide findings which can help in improving students’ scores on online exams and their overall learning experience. This paper consists of five sections. Section 1 is the introduction. Section 2 consists of literature review related to time management, procrastination, and business analytics. Sections 3 related to objectives and research methodology used in the study. Next, the data analysis part is presented, including descriptive analytics. The last part of the paper closes with conclusions, implications, limitations and future scope of research.