This work presents a quantitative study of the use of a Learning Management System (LMS) by the professors of a distance learning course, focused on the guidance given for the students' Final Undergraduate Project. Data taken from the logs of 34 professors in two distinct virtual rooms were collected. After pre-processing the data, a series of statistical methods were performed in order to observe the different aspects related to the access of these professors on the LMS during the course. It was possible to observe that the average number of interactions per student per professor is directly associated to the number of students advised by the professors. Moreover, it was also possible to observe that the two forms of interaction available in the virtual classroom (synchronous and asynchronous) did not present significant differences in relation to the average number of interactions per student per professor.