Wall, J and Ahmed, V (2007) Blended lifelong learning delivery: lessons learned from a pilot study. In: Boyd, D (Ed) Procs 23 rd Annual ARCOM Conference, 3-5 September 2007, Belfast, UK, Association of Researchers in Construction Management, 265-274. BLENDED LIFELONG LEARNING DELIVERY: LESSONS LEARNED FROM A PILOT STUDY John Wall 1 and Vian Ahmed 2 1 Department of Construction and Civil Engineering, Waterford Institute of Technology, Ireland 2 School of Construction and Property Management, University of Salford, UK Accessing learning opportunities while continuing to work full-time is a significant challenge for construction professionals. Many educational institutions are endeavouring to address the continuing learning needs of construction professionals in a more flexible manner. Integrating technology in the delivery of learning programmes focused on the needs of managers in the construction industry presents a new set of challenges both for individual instructors and for educational institutions. To bridge the gap between industry and academia each must embrace new and challenging roles. An Irish programme has attempted to integrate various technologies in the delivery of new programme focused the delivery of learning opportunities focused on full-time construction professionals. Some key lessons learned from this pilot blended learning programme in Ireland are outlined. How this will be integrated in an initiative which involves a number of partner institutions in Europe is presented. Keywords: blended learning, e-learning, motivation, technology. INTRODUCTION It is well established that there is a need for continuing professional development (CPD) and lifelong learning opportunities aimed at construction professionals. However lifelong learning programmes aimed at construction managers in the workplace must be flexible enough to address their particular needs. The challenge remains for all in developing a suitable framework that addresses the concerns of work and personal commitments of construction professionals and issues those new technologies present, in terms of pedagogical, technical and financial challenges to both management and staff in educational institutions. Technology integrated with online and distance learning is often termed “blended learning” and can play a significant role in the delivery of CPD. Some key issues that continue to pose challenges for educational providers and developers of learning include: (i) how does one build a blend, (ii) how can a blended approach be delivered, (iii) how are the roles of educators and participants changed in a blended environment and (iv) how to evaluate the blend? In a construction industry that continues to experience a variety of challenges and changes, more sophisticated and demanding clients, new construction procurement routes and a more global industry, keeping up to date and current with trends and issues remains a challenge that educational institutions can address, using a blended learning approach. With the changes that are taking place in all aspects of construction, there is a need to continue to provide knowledge to people in new technologies, products and services.