DOI: 10.4018/IJDET.2018010101 International Journal of Distance Education Technologies Volume 16 • Issue 1 • January-March 2018 Copyright © 2018, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. 1 M-Readiness Assessment Model Development and Validation: Investigation of Readiness Index and Factors Afecting Readiness Muhammad Bakhsh, Department of Computer Sciences, Allama Iqbal Open University, Islamabad, Pakistan Amjad Mahmood, Department of Computer Sciences, Allama Iqbal Open University, Islamabad, Pakistan & Department of Computer Science, College of Information Technology, University of Bahrain, Manama, Bahrain Nazir Ahmed Sangi, Department of Computer Science, Allama Iqbal Open University, Islamabad, Pakistan ABSTRACT It is important for distance learning institutions to be well prepared before designing and implementing any new technology based learning system to justify the investment and minimize failure risk. It can be achieved by systematically assessing the readiness of all stakeholders. This paper first proposes an m-readiness assessment process and subsequently describes different activities required to develop a m-readiness assessment model. The model was validated and applied to measure m-readiness index of Allama Iqbal Open University (AIOU), Pakistan. Primary data (N=612) were collected. Factor analysis was applied. Extracted factors were confirmed with confirmatory factor analysis. Based on the extracted factors, m-readiness index was calculated. Furthermore, m-readiness index association with age, gender, program of study, income, locality and province were also analyzed by applying one way ANOVA and Kruskal Wallis. The results reveal that there is a significant difference in m-readiness with respect to income, locality, age, gender, program of study and province. KEywoRDS Confirmatory Factor Analysis (CFA), Exploratory Factor Analysis (EFA), Instrument Development, Instrument Validation, M-Learning, M-Readiness Assessment Model, M-Readiness Index, Validation Process 1. INTRoDUCTIoN The programs offered by open and distance educational institutions (ODEIs) are growing at a rapid pace primarily due to the availability and affordability of latest information and communication technologies. Adults, especially those who need higher education but do not have access to the traditional education, are attracted more towards ODEIs. These adult learners are mostly interested in technology based learning such as e-learning, m-learning and blended learning (Newhouse, Williams & Pearson, 2006; Pettit & Kukulska-Hulme, 2007; Ilgaz & Gulbahar, 2015). A learning technique which uses mobile devices and wireless transmission in the learning process is called mobile learning or m-learning (Naismith, Lonsdale, Vavoula & Sharples, 2004; Yuen & Yuen, 2008; Chang, Sheu & Chan, 2003; Gwo-Jen, Ting-Ting & Yen-Jung, 2007; Mohd & Mohd, 2007; Elmorshidy, 2012; Lorna & Gwo-Jen 2013). M-learning carries many components of e-learning (Horton, 2006), but has some distinct features also. The three key features of mobile devices i.e. portability, anywhere and anytime connectivity (Cochrane & Bateman, 2010), context sensitivity