Theoretical framework of the study is formed by the conception of systemic-constructivistic learning approach (Reich, 2005) which analyses the individual’s perception of the reality, taking into consideration three dimensions: experience, self-feeling, and social recognition. Systemic-constructivistic learning always is situated, it’s related to Vygotsky’s notion of learning through social interaction and social construction of knowledge (Vygotsky, 1978), stressing the transformative environment values, offering new opportunities for students (Wenger, 1998; Cousin & Deepwell, 2005; Keppell, Au, Ma, & Chan, 2006). Providing the transformative interaction environment in research-based academic studies the systematic attention to the space of research learning as pedagogical space is urgently required (Boud & Lee, 2005). A well cultivated scientific thinker’s communication culture has an effective impact in proposing solu­tions to complex scientific problems (Paul & Elder, 2003). Hence the development of students’ communication culture, considering students’ experience, self-feeling, and social recognition, is essential for an effective research-based academic studies (Reich, 2005; Allen, Duch, Groh, Watson, & White, 2004; Deignan, 2009; Finkle & Torp, 1995; Scripture, 2008; Savery, 2006).

The research questions are:

1)      How did transformative interaction environment in research-based academic studies promote students’ learning outcomes?

2)      Which opportunities were secured in research-based academic studies by the quality of the changes of communication culture and students’ learning outcomes?

3)      How to provide the changes of communication culture in the research-based academic studies in our Master’s programme in the future?

4)      What advantages, difficulties and deficits exist in organization of transformative interaction environment in research-based academic studies?

The objective of the paper is to analyze the effectiveness of transformative interaction environment of mastering the students’ research process which furthers the changes of communication culture and the quality of learning outcomes and reveal the ways how research-based academic studies are provided in higher education.

The following hypothesis is put forth:

in order to promote the students’ communication culture changes and quality of learning outcomes – development of research-related capabilities in higher education in the research-based academic studies – it is necessary to broaden students’ experience, because then their social recognition would also get improved, which, in its turn, would have a certain impact on students’ self-feeling or by improving students’ social recognition, their experience would broaden, which, in its turn, would have an impact on students’ self-feeling.

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