I think it's pretty funny that this article is the very first item in this long volume of proceedings from the International Conference on Learning Analytics & Knowledge (LAK22), thus ensuring it will be read right away. To access it you'll be downloading the entire 232 page PDF, and because the license is ND, the volume can't be split into more manageable papers. Anyhow, the paper is based on 57,151 students across 201 Harvard Business School (HBS) Online program offerings from 2017 through the beginning of 2021, which is a respectable number, but - please note - you can't draw reliable conclusions from a single institution. This especially means Harvard Business School. The conclusion it does draw is that "procrastination, or lack thereof, is a key indicator of success or failure in these mostly-asynchronous credential and certificate online business courses."
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