The rotational synchronous teaching (RST) model has attracted attention as it can increase the teaching presence and connected classroom climate in multiple synchronous classroom learning environments. This paper presents an investigation of the effects of the relationships between college students’ perception of teaching presence, connected classroom climate, and deep learning in RST. A total of 264 valid data sets were collected from 288 first-year college students. Structural equation modeling was employed, showing that teaching presence an...
