This study evaluates the first years of the full-scale flipped learning implementation process that began with an authority innovation-decision at the world's first fully flipped university in terms of departmental differences. The study employs an explanatory sequential mixed-method research. The primary respondents were 69 freshmen enrolled in the Faculty of Education at a private university in Istanbul, Turkey. In addition to student participants, five faculty members were recruited to the study. The primary data was collected through a Likert-type scale on flipped learning, including components on motivation, course structure, and interaction. Pre and post semi-structured interviews and a structured ranking form were also used to support the quantitative data. The findings of the study reveal that the students felt relatively unmotivated when instructed through flipped learning, although were satisfied with the course structure. In general, the students lacked student-student interaction. Due to the nature of the Guidance and Psychological Counseling department, the students faced some difficulties in engaging in all three types of interaction (student-student, student-educator, and student-content). Lengthy and poor-quality videos and students' lack of preparation for classes emerged as major problems in flipped learning. The faculty members complained about the amount of time required for pre-class preparation (i.e., recording flipped videos). This paper discusses how to foster motivation, collaboration, discussion, and interaction in flipped learning in higher education settings so as to guide prospective practitioners.

本研究评估了全面翻转学习实施过程的前几年，该过程始于世界上第一所完全翻转大学的权威创新决策，即部门差异。该研究采用了解释性顺序混合方法研究。主要受访者是土耳其伊斯坦布尔一所私立大学教育学院的 69 名新生。除了学生参与者外，还招募了五名教职员工参与这项研究。主要数据是通过李克特类型的翻转学习量表收集的，包括动机、课程结构和互动的组成部分。前后半结构化访谈和结构化排名表也用于支持定量数据。研究结果表明，虽然学生对课程结构感到满意，但在通过翻转学习进行指导时，他们感到相对缺乏动力。总的来说，学生缺乏学生与学生的互动。由于指导和心理咨询部门的性质，学生在参与所有三种类型的互动（学生-学生、学生-教育者和学生-内容）时都面临一些困难。视频冗长、质量低劣以及学生对课程准备不足成为翻转学习的主要问题。教职员工抱怨课前准备（即录制翻转视频）所需的时间。本文讨论了如何培养动机、协作、讨论、