In contrast to traditional large-class teaching settings, teachers and the majority of students in a rotational synchronous classroom (RSC) are physically separated during instruction, interaction, and feedback sessions. Consequently, an increased reliance on peer feedback is necessary to compensate for the limited teacher-student interaction within an RSC. This study involved 280 freshmen who participated in an advanced mathematics course. Utilizing a single-group pretest-posttest experimental design, classroom instruction without and with a peer feedback mechanism was conducted during the first 12 weeks and the final 4 weeks of the semester, respectively. The study investigated the learning outcomes of students before and after the integration of peer feedback in the RSC, with a focus on deep learning and learning strategies. Furthermore, the study examined the relationship between students’ perceived peer feedback beliefs, deep learning, and learning strategies in an RSC enhanced with a peer feedback link. The findings indicated that the incorporation of a peer feedback session in the RSC significantly enhanced students’ deep learning and learning strategies. There was a significant positive effect of students’ learning strategies and perceived peer feedback beliefs on deep learning, with learning strategies acting as a partial mediator between peer feedback beliefs and deep learning.