My department is considering using more than one lecturer (sequentially, not in parallel) to give lectures in our large first-year classes (e.g. 500 students doing engineering mathematics).
In other words, one lecturer does the first 4 weeks, a second does the next 4 weeks and a third does the remaining 4 weeks.
There is enough content of disparate nature (e.g., linear algebra, calculus of various types) to split into three distinct blocks so that each lecturer teaches a coherent block. For example, a student won't have to learn about eigenvalues from lecturer A and diagonalization from lecturer B.
Is there evidence, ideally published research studies, about the effectiveness of such an arrangement, and whether the students view it favourably or otherwise etc?
In addition, if you or your department has tried this, I'd be interested in knowing how it went on an anecdotal basis.