During global COVID-19 outbreak, universities in many countries were closed, and students experienced the exclusive online learning as never before. This study aimed to examine the mediating role of Intolerance of Uncertainty (IU) in the effects of university students' "technostress" caused by remote learning on three dimensions of "learning burnout," namely "emotional exhaustion, cynicism," and "academic inefficacy," and possible moderating role of "gender, ICT competence," and "course load" in the indirect effects of university students' "technostress" on their "learning burnout" mediated by IU. Altogether 801 Chinese students from 72 universities voluntarily participated in this study by filling out an online questionnaire consisting of Technostress Survey, Maslach Burnout Inventory-Student Survey, and Intolerance of Uncertainty Scale-12. The participants reported relatively low "technostress, learning burnout" with a moderate level of IU during online learning. Structural equation modelling showed that: 1) "technostress" positively predicted IU, "emotional exhaustion," and "academic inefficacy;" 2) IU partially mediated the effects of "technostress" on "emotional exhaustion, cynicism," and "academic inefficacy." 3) "ICT competence" moderated the indirect effects of "technostress" on "emotional exhaustion" via IU while moderating effects of "gender" and "course load" were not found.