Collaborative tutor training can help tutors tackle challenges in providing peer assistance. This study follows educational design research approach. The purpose of this study are twofold. This study investigates how collaborative tutor training can be facilitated through Community of Inquiry guided instructional design and explores how tutors perceive the design. Close-ended questionnaires and semi-structured interviews were employed to understand tutors' learning experience in the designed training. The result of the study shows that Community of Inquiry is a viable framework for learning design. This study also recommends the integration of digital tools to facilitate scaffolding, peer interaction, and reflective learning in tutor training.