Designing interactive and interesting online activities in a translation class often creates a challenge for teachers due to the subject characteristics. It demands the teachers to not only plan varied engaging adult-class activities but also make sure the students’ learning outcomes (LOs) are reached. This paper presents the findings of a small research on the students’ perception about online activities in the class of Translation of Company Annual Report (TCAR). The idea was then further developed into a discussion on the relationship between the designed class activities and the targeted students’ LOs by the end of the course. To gain the data, a Google Form was distributed to 44 students who joined the last-semester-class of TCAR. The finding shows that 3 top activities considered as the most interesting ones are: 1) translating texts using Computer-Assisted Translation Tools (CAT Tools); 2) conducting research to solve translation problems; and 3) having a peer teacher-led small-group discussion. Surprisingly, all the students admit that the online class of TCAR is interesting for they can possess each course LOs by joining various activities – from listening to the teacher’s explanation, watching videos, having class discussions, doing research on parallel texts, to translating texts using CAT Tools.