Universities worldwide have started the fully online teaching mode in response to the outbreak of COVID-19. This paper reported on an empirical study, using the Kirkpatrick model, on the effectiveness of fully online translation learning during COVID-19, and how online teaching influenced effectiveness in translation learning. Results showed that the online translation course was effective in that students achieved most of the stated goals for the translation course and applied what was learnt to translation practices. Also revealed are the perceived difficulties of online translation learning, such as staying concentrated and interacting with peers and the teacher, and its advantages in encouraging students to use online tools in their translations. Pedagogical implications for translation courses are also discussed.