This study investigates the role of Generative AI (GenAI) chatbots as tutoring agents in online distance learning, framed within the Community of Inquiry (CoI) model. The increasing adoption of AI-driven tutoring systems presents new opportunities to enhance student engagement, facilitate inquiry-based learning, and provide structured instructional support in virtual educational environments. However, there remains limited research on how these chatbots function within established pedagogical frameworks like CoI. To address this gap, a pilot study was conducted with four undergraduate psychology students in an online distance education module. Data was collected through chat logs, survey responses, and a semi-structured interview, enabling a dual analysis of engagement metrics and qualitative insights. A thematic analysis revealed that the chatbot contributed to all three CoI presences—cognitive, social, and teaching—by fostering inquiry-driven learning, enhancing student engagement, and providing structured guidance. The survey results further confirmed high levels of perceived effectiveness across these presences. Despite these benefits, challenges such as response depth limitations and occasional technical issues were identified. These findings suggest that GenAI chatbots can serve as valuable learning partners in distance education, but their integration requires continuous refinement to optimize their pedagogical impact. The study contributes to the growing discourse on AI in education and highlights key considerations for the future design and implementation of AI-driven tutoring systems.